Vocabulary knowledge greatly affects writing performance (Staehr in Lang Learn J 36:139-152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of…

In spite of the proliferation of research studies on vocabulary knowledge, investigating the relationship between self-regulation, vocabulary size, and collocational knowledge among English as a Foreign Language (EFL) learners has received scant attention. The current study aimed to investigate whether vocabulary and collocation size can explain…

This study aimed to adapt and validate the Word Complexity Measure (WCM) for Persian-speaking toddlers. The WCM is a tool for assessing phonological complexity, originally proposed by Stoel-Gammon. The study was conducted in two phases: (1) adapting the WCM parameters to the Persian language and (2) conducting a validation study with 60…

In bilingual children, more so than in monolingual children, comprehension abilities exceed production abilities. While this receptive-expressive gap in bilinguals has been well documented, little is known about its development. The present study tracked growth in the Spanish and English receptive and expressive vocabularies of 52 bilingual…

Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word…

The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in…

The academic section of the Vocabulary Levels Test (VLT-Ac) and the Academic Vocabulary Test (AVT) both assess meaning-recognition knowledge of written receptive academic vocabulary, deemed central for engagement in academic activities. Depending on the purpose and context of the testing, either of the tests can be appropriate, but for research…

This research aims to improve the vocabulary knowledge of Thai EFL students by using audio-visual aids as instructional tools. Hopefully, this study serves as an initial foundation to develop students' vocabulary knowledge and benefit the pedagogical development in Thailand. Consequently, this research aimed to explore the effectiveness of…

Language Instruction, especially teaching and learning English for specific purposes (ESP) with Computer-Assisted Language Learning (CALL) has grown in popularity for over a decade. Task-based Language Teaching (TBLT) is one of the appropriate teaching approaches used to make CALL more effective. This study attempts to develop, implement, and…

Specific features of adult linguistic input may play a larger, or smaller role, at different child ages, across different language outcomes, in different cohorts. This prospective, longitudinal study explored associations between the quantity and quality (i.e. diversity and responsiveness) of maternal linguistic input and child language. This…

This research sought to investigate EFL nursing students' use of vocabulary learning strategies to learn medical terminology and further assess strategies used in relation to learning outcomes measured by two types of vocabulary knowledge: meaning recall (passive recall) and meaning recognition (passive recognition). The participants, 138 EFL…

The current study assessed the impact of parents' dialogical storybook reading on their children's receptive vocabulary and reading attitudes. Forty parents and their preschoolers participated in the study. Parents were randomly assigned to experimental or control groups. The experimental group received dialogical storybook reading training.…

Previous studies on lexical focus on form (FonF) have mostly centred on FonF in reading with a few pre-selected lexical items. This study investigated the contribution of oral incidental FonF to developing learners' lexical knowledge in a free discussion EFL class. Incidental FonF was provided to 15 upper-intermediate learners who participated in…

Background: The educational context in South Africa does not always support the development of bilingualism to enable the cognitive and social advantages of dual language proficiency. The emphasis on English as the language of instruction overlooks bilingual competence. This study attempts to show that by considering conceptual vocabulary,…

Investigating lexical richness is a continuing concern within vocabulary studies. The present study aims to contribute to this growing area of research by exploring EFL learners' free active vocabulary by dividing them into groups based on their receptive vocabulary. It seeks to explain the role of different essay types and proficiency levels…