It remains unclear whether pragmatic language skills and core language skills (grammar and vocabulary) are distinct language domains. The present work aimed to tease apart these domains using a novel online assessment battery administered to almost 400 children aged 7 to 13 years. Confirmatory factor analysis indicated that pragmatic and core…

The issues of depth vocabulary knowledge and Willingness to Communicate (henceforth, WTC) are among the most important issues in second language learning. The present study set out to empirically look into the contribution of WTC to depth of vocabulary knowledge in L2 learning. To this end, 88 English L2 learners, divided into two groups in terms…

This study addressed a gap in existing research on Multiple-Choice (MC) cloze tests by focusing on the learners' perspective, specifically examining the difficulties faced by vocational high school students (VHSs). A nationwide sample of 293 VHSs participated, providing both quantitative and qualitative data through a self-developed questionnaire.…

The present paper aims to investigate the interplay of lexical and grammatical development in school-aged Greek-Albanian bilingual children by providing evidence both from majority, Greek, and heritage, Albanian. To this end, 47 8 to 10-year-old bilingual children were tested by means of expressive vocabulary tests in Greek and in Albanian, while…

Very few studies have investigated second language (L2) knowledge of word parts. The present study was set to measure L2 recognition of 35 English prefixes and the factors that might predict scores. The form and meaning sections of Sasao and Webb's Word Part Levels Test were administered to 152 Arabic learners of English as a foreign language…

This study explored the effects of listening-based lexical focus-on-form (lexical FonF) on the acquisition and retention of morphologically complex words. One hundred eighty-two adult English learners with two levels of English proficiency (higher and lower proficiency) from a public university in mainland China were assigned to three different…

Scheduling of practice to create a spacing effect has been observed to lead to superior retention of L2 vocabulary and grammar. Two of the various methods of scheduling L2 task practice discussed widely in recent times are interleaving and blocking. In a desirable difficulty framework, both of these methods have been recommended for task…

Purpose: Narrative skill represents a higher-level linguistic skill that shows incremental development in the preschool years. During these years, there are considerable individual differences in this skill, with some children being highly skilled narrators (i.e., precocious) relative to peers of their age. In this study, we explored the…

The study aims to determine whether exposing EFL Saudi undergraduate students to TED talks could effectively contribute to the improvement of their oral language proficiency. To achieve this goal, 32 English as a Foreign Language Saudi undergraduate students were recruited to participate in the study. These students were selected based on their…

This study explores whether middle-school students can exploit explicitly addressed crosslinguistic lexical similarities between German and English to learn vocabulary more efficiently. Across six weeks, 260 Swiss German learners of English as a foreign language (17 classes) completed three vocabulary learning tests (T1, T2 and T3). Additionally,…

Vocabulary research provides valuable information on the construct of word knowledge (WK), and suggests ways to develop language learners' lexicon, arguably, the backbone of communication. The present study explores EFL students' vocabulary learning behavior; more specifically, the aspects of WK components they intentionally focus on when learning…

This study investigated the effects of using a teacher-curated LMOOC on EFL students at a university in Thailand. It also investigated students' attitudes to the LMOOC. Data were collected from a group of nursing students (N = 179) taking a compulsory English course. After taking the midterm exam, the students engaged in a 5-week LMOOC…

The present study investigated the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics and engagement in an English course. The investigation also involved the effects of gamified learning on gender, proficiency, and learning…

Self-Directed Language Learning (SDLL) which aims at developing learner autonomy, improves learner engagement since learners are able to use higher-level critical thinking. Thus, the present study was conducted in an English for Academic Purposes (EAP) classroom in Sri Lanka, in order to investigate how to incorporate Self-Directed Learning in the…

This study aims to investigate the effects of implementing active learning activities through an interactive learning platform, ClassPoint, to improve the English vocabulary, grammatical retention, and motivation of Thai undergraduate students in the field of hotel and tourism. The one-group pretest-posttest research design was used. The…