This experiment investigated comprehension monitoring in children learning English as an additional language (EAL) compared to monolinguals. Sixty-three 9-10-year-old children read texts containing an internal inconsistency (e.g. a barking kitten vs. barking puppy) while their eye movements were monitored. Standardized tests measured word reading…

Telecollaboration allows for students to develop foreign/second language competences linguistically, culturally, and interculturally. The use of platforms, such as WhatsApp and Zoom, is now more frequently exploited in foreign language education to ensure that a wider cross section of students, including Jamaicans, can develop global competences.…

"Cross-situational statistical learning" of words involves tracking co-occurrences of auditory words and objects across time to infer word-referent mappings. Previous research has demonstrated that learners can infer referents across sets of very phonologically distinct words (e.g., WUG, DAX), but it remains unknown whether learners can…

This study investigates the role of acoustic salience and hearing impairment in learning phonologically minimal pairs. Picture-matching and object-matching tasks were used to investigate the learning of consonant and vowel minimal pairs in five- to six-year-old deaf children with a cochlear implant (CI), and children of the same age with normal…

Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed…

Vocabulary test development often appears to be based on the design principles of previous tests, without questioning or empirically examining the assumptions underlying those principles. Given the current proliferation of vocabulary tests, it seems timely for the field of vocabulary testing to problematize some of those traditionalised…

Although young children can map a novel name to a novel object, it remains unclear what they actually remember about objects when they initially make such a name-object association. In the current study we investigated (1) what children remembered after they were initially introduced to name-object associations and (2) how their vocabulary size…

This study attempted to investigate the impact of extensive reading (ER) on the writing ability of Iranian EFL students. The study also took a further step to explore the effect of adding group work activity to the extensive reading program to find its possible positive effect on improving writing ability. The present study had two experimental…

The parasitic model proposes that novel words in L3 learning will build parasitic connections to already learned words that share orthographic or phonological similarities. This accounts for little in terms of the connections between words that share very few similarities. The present study explored the parasitic connections of L3 word concepts to…

Studies indicate thoughtfully planned chants integrated with shared book reading help young children remember concepts and vocabulary they hear in literature, capture children's imagination, develop their rhyming acuity, and background knowledge, and increase their sense of story structure, understanding of story sequence, phonological awareness,…

The study was aimed at identifying the learners' vocabulary learning strategies as they were engaged in tasks assigned along the SAMR model. A class of EFL learners was taught vocabulary with the assignments following SAMR. The model led them through four stages: substitution, augmentation, modification, and redefinition. The results showed that…

We implemented an Extension-led language and literacy training and coaching intervention targeting preschool teachers and children in low-income communities in Nevada. Participation in the intervention had a positive influence on the language and literacy instruction skills of preschool teachers and language and literacy skills of children.…

Sentence repetition (SR) tasks have been shown to be excellent indicators of Developmental Language Disorder (DLD). However, there is still no consensus about which core ability they measure: language vs. Verbal Short-Term Memory (VSTM) and Verbal Working Memory (WM). Moreover, very few studies have investigated whether variables predicting SR…

The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/ posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency…

This study aims to answer whether there is a relation between various competition games played in ELT (English Language Teaching) classrooms and sympathetic tendency of EFL (English as a Foreign Language) learners towards English lesson. The study was carried on 302 participants consisting of 9th grade students from a high school, Gaziantep. The…