Benefits for L2 reading through offering learners extensive reading with listening have been found in empirical studies, but those findings may be under-utilized in academic English preparation settings, due to prioritized test practice in response to high-stakes testing for university matriculation. Self-paced extensive reading with listening…

Mastering vocabulary can be a challenge as a great deal of information is delivered in intensive English courses. This study investigates the effects of mobile games on EFL students' vocabulary acquisition via the "Quizizz" application. A total of 56 female foundation year students from a Saudi Arabian university participated in this…

Although research about the effectiveness of second or foreign language collaborative writing for jointly written products has proliferated in the last few decades, there has been less examination of whether and how pre-task preparation could maximize the language learning opportunities that collaborative writing can afford learners. Informed by…

The road to second language competence is a long and arduous one, and much of its effort involves learning to recognize and use vocabulary. Fortunately, anytime-anywhere learning with smart phones and smart apps offer a means to lessen the burden and make vocabulary learning more efficient. Accordingly, this study investigated 134 students across…

This study attempts to determine whether the students who receive explicit instruction make more gains in their abilities to use topic-induced phrases in their writing than those who do not. Additionally, through interviews with a selected group of students from the treatment group, the study attempts to glean insights into the approaches learners…

This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: "What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?" The empirical studies feature experimental,…

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre-, mid-, and post-tests were administered…

This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students' language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of…

This study compared two groups of high school students in their learning of a third-year Mandarin level 3 class under two conditions: an intensive four-week (85.5 hours) summer program and a 22-week (88 hours) regular semester program. Students in both conditions had been classmates through four semesters of Mandarin instruction and had similar…

Hulstijn and Laufer (2001) proposed a motivational-cognitive construct of task-induced involvement to account for variation in effectiveness among different vocabulary learning tasks. Building upon their original research, this study consisted of two experiments investigating the involvement load hypothesis in vocabulary learning. Experiment 1…