The appropriate amount of first language (L1) and second language (L2) to use in L2 learning has been constantly debated (e.g., Cummins, 2007; Hall & Cook, 2012). This study situates the debate of L1 and L2 use in the context of vocabulary learning from reading. By examining the potential moderating factors on the comparison of L1 and L2…

The present study investigates bilinguals' capacity to rapidly establish memory traces for novel word forms in a second language (L2), as a function of L2 linguistic proficiency. A group of Chinese-English bilinguals with various English proficiency levels were presented with a reading-aloud task, consisting of 16 pseudowords and 16 English words…

This study used event-related potential (ERP) and retrieval practice effect paradigm to investigate the neurocognitive mechanisms underlying the retrieval practice effect in a third language (L3) vocabulary learning. Thirty-five Chinese (First Language, L1)-English (Second Language, L2) bilinguals without prior knowledge of French (L3) studied 120…

We investigated whether learning and retaining vocabulary in a second language (L2) can be improved by leveraging a combination of memory enhancement techniques. Specifically, we tested whether combining retrieval practice, spacing, and related manipulations in a 'multidomain' pedagogical approach enhances vocabulary acquisition as compared to a…

This paper presents data capturing Korean university students' familiarity with English online acronyms, examines factors that may predict this familiarity, and presents an explicit instruction intervention involving vocabulary knowledge of online acronyms. The Vocabulary Size Test (VST) measured students' vocabulary size, while a self-report…

Three modes of deliberate vocabulary study were investigated to determine how well they assisted learners' recall of the meaning of target concrete nouns. Two modes of tablet-based augmented reality, one context-independent (AR1) and one context-dependent (AR2), were compared with each other and with paper-based word cards (WC) in the deliberate…

In second language acquisition, a popular method of introducing new vocabulary is by embedding the words in a natural text. Supplementary information (e.g., definitions, illustrations, synonyms, etc.), or glosses, can be included in the margins of the texts to highlight and improve retention of the new words. Previous studies suggest multimodal…

There is evidence that emotion induced in the process of encoding impairs associative memory, yet the effect of post-encoding emotion on second language vocabulary learning remains largely unclear. An experiment was carried out to examine the effects of post-encoding emotion (positive, negative, and neutral) on learning of multidimensional…

Individual differences in episodic memory abilities have been linked to second language (L2) lexical development, both theoretically and empirically, but such empirical support has been limited to the earliest phases of word learning. However, the Episodic L2 Hypothesis predicts that L2 lexical representations in more advanced L2 speakers are…

Vocabulary knowledge has been largely viewed as an important component in language learning and language acquisition. Understanding how EFL learners approach vocabulary learning is also considered crucial for language teachers and researchers to develop an effective learning environment that may stimulate high-quality learning outcomes. Studies on…

Deliberate vocabulary study has mostly been studied within a strictly experimental framework of learning and memorization. More ecologically valid investigations embedded in existing study contexts have been rare. This study fits into the latter paradigm, investigating how students attempted to learn 90 English words over a period of three weeks…

In recent years, there has been considerable interest in how to maximize learners' retention of multiword expressions. One technique that has been shown to be highly effective is the use of exercises such as those found in mainstream English as a second language textbooks. In the present study, we investigated how the execution of a gap-fill…

This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the…

Based on a prior study by Zubenko and Shwedel (2019), the present study investigated the possible effects of repetition (repeated exposure) on the incidental acquisition and retention of 120 English target words by 51 Ukrainian-speaking ESL learners at a Ukrainian university. The hypothesis was that regular repetition of vocabulary while…

The study investigates the impact of Massively Multiplayer Online Role-Playing Game (MMORPG) on players' application of vocabulary learning strategies. The participants are experienced online gamers aged between 24 and 25 years old. Apart from identifying the vocabulary learning strategies used by the ESL players during online gaming, in order to…