This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English…

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a…

This paper reports a bibliometric analysis of two small data sets: a set of 34 papers that make up "The Routledge handbook of vocabulary studies" (Webb, 2020) and a set of papers dealing with second language (L2) vocabulary research taken from a single journal "Frontiers in Psychology." Bibliometric maps based on author…

Research Findings: Early childhood teachers' talk is a key ingredient in children's early language and literacy development, but there has been little systematic synthesis of observational studies that examine relationships between teacher talk and child oral language. In this systematic review of 54 studies, we investigate and synthesize the…

It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously developing their English language proficiency. Although several syntheses have documented the positive effects of shared book reading (SBR) in school…

Background: Although there is a growing body of literature on cognitive and language processing in bilingual children with developmental language disorder (DLD), there is a major gap in the evidence for language intervention. Critically, speech-language therapists are often required to make clinical decisions for language intervention on specific…

This paper represents a summary and discussion of the three studies presented at the morning session of the Fall 2022 JALT Vocabulary SIG. The papers, which were written by Ali Al-Hoorie, Masaki Eguchi, Derek Canning, Stuart McLean, Christopher Nicklin, and Joseph Vitta, represent a range of topics and study designs that are common in recent…

Besides explicit inference of word meanings, associating words with diverse contexts may be a key mechanism underlying vocabulary learning through reading. Drawing from distributional semantic theory, we developed a text modification method called reflash to facilitate both word-context association and explicit inference. Using a set of left and…

Purpose: The integration of mobile technology in ESL/EFL contexts has garnered significant attention from contemporary researchers, teachers, and learners due to the advancements in technology, dynamic features, and multimodal applications. With this growing interest, there is a need to synthesize the existing literature and identify current…

While extensive research has explored Second Language Vocabulary Acquisition (SLVA) acquisition, there has been a lack of comprehensive bibliometric analysis on this topic. This study addresses this gap by investigating research trends and collaboration networks in SLVA over the past 24 years. Publications on SLVA were retrieved and analysed using…

Background: The Language Development Survey (LDS) and the MacArthur-Bates Communicative Development Inventories (MB-CDI) are two parental report forms that have been productive in providing data on early child language during the past 30 years. The instruments have been used both in studies relating to typical developing children and in screening…

This meta-analysis aims to investigate gamification's impact on improving tertiary-level second-language learners' lexical repertoire. Forty-seven peer-reviewed works were evaluated for this analysis. The analysis focused on determining the effectiveness of gamified learning environments in the context of improving vocabulary and learning and…

This review explores the multifaceted challenges and strategies related to the education of emergent bilingual (EB) students in the U.S. education system. It highlights three primary themes: program approaches, instructional needs, and the importance of school-home connections. The first theme evaluates various educational programs for EB…

This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed…

This meta-analytic review explored the characteristics and effectiveness of combined language (e.g., vocabulary) and code (e.g., phonological awareness) interventions, including synergistic intervention effects for at-risk preschoolers. Data from 29 randomized controlled trials, published before March 2023, reporting on 43 interventions, including…