Research has indicated the importance of vocabulary knowledge and background knowledge in second/foreign language (L2) listening comprehension. However, previous studies treated these two factors separately, and no study has examined the simultaneous contribution of these two factors to L2 listening comprehension. Therefore, the aim of this study…

Based on 312 samples, this study investigated the relationship between two dimensions of L2 vocabulary knowledge (VK) and listening comprehension (LC) by comparing written and oral vocabulary measurements and further examined the mediating effect of L2 vocabulary fluency (VF) by using Bootstrapping and Monte Carlo Method. Results show that: (1)…

This study investigated the impact of flipped vocabulary learning on the listening achievement of EFL learners. The study participants included 60 English language learners selected based on their performance on the Michigan Test of English Language Proficiency and randomly assigned to experimental and control groups. The experimental group was…

This study investigates the effects of linguistic knowledge (vocabulary knowledge) and cognitive abilities (metacognitive knowledge and cognitive styles) on the second language (L2) listening comprehension at different proficiency levels. The study has also sought to investigate whether or not cognitive abilities and L2 linguistic knowledge are…

Oral language comprehension (OLC) and vocabulary depth are widely recognized as key predictors of reading comprehension. However, research has either provided a limited representation of OLC or failed to acknowledge the distinctive predictive nature of vocabulary depth. This study investigates the combined contributions of OLC, conceptualized as a…

The relationship between second language (L2) learners' orthographic vocabulary knowledge and extensive reading is quite well researched. However, the way phonological vocabulary knowledge and extensive listening/viewing interacts remains not so well investigated. The current study examines the effect of extensive viewing of English movies…

The extent to which L2 television is viewed by foreign language learners will depend on the degree to which it is understood. The addition of captions has been shown to support comprehension (e.g., Birulés-Muntané & Soto-Faraco, 2016; Montero-Perez, Peters, & Desmet, 2014), especially when proficiency is low (e.g., Lavaur & Bairstow,…

In this study, the cut-off scores obtained from the Angoff, Angoff Y/N, Nedelsky and Ebel standard methods were compared with the 50 T score and the current cut-off score in various aspects. Data were collected from 448 students who took Module B1+ English Exit Exam IV and 14 experts. It was seen that while the Nedelsky method gave the lowest…

In second language (L2) research, the lexical unit is often defined as a base word plus inflectional and derivational forms through Level 6 of Bauer and Nation's framework (WF6). WF6 use has been justified by the assumption that once a form is known, recognition of other WF6 members requires little extra effort. A more lenient view holds that an…

Sharing the same theoretical basis of extensive reading, "extensive listening" refers to learner exposure to a great deal of comprehensible spoken input. While the effectiveness of extensive reading has been widely acknowledged in many countries, empirical support of extensive listening is limited. This small-scale study adopted a…

This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The…

The current study investigates how second language (L2) listening comprehension is associated with three dimensions of L2 vocabulary knowledge: size, depth, and fluency. Vocabulary knowledge tests administered to 290 participants measured L2 auditory vocabulary size, depth, and fluency. Afterward, participants took an International English…

In her article, Graham (2017) concludes 'that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way' (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a…

Chapelle (2003) proposed three general types of input enhancement that help L2 learners "acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning" (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle's…

The Systematic Literature Review (SLR) compiled and synthesized information to assist in building a well-rounded English Language program. The SLR used 190 articles to articulate the importance of creating a positive learning environment while teaching differentiated lessons. The collaboration between the mainstream teacher and the ELL specialist…