Technological pedagogical content knowledge (TPACK) proposed by Mishra and Koehler is a theoretical construct of teacher knowledge that describes how teachers teach subject matter content using certain instructional methods with specific technology in particular contexts. This study aims to explore the interface between TPACK and SLA, intending to…

This reader-friendly text examines the key foundational studies in early literacy. It addresses such essential questions as how research informs current practices and where the field still needs to go to provide the best learning opportunities for all children. Each chapter describes the methods and findings of one to five seminal studies,…

Following the integration of an online homework tool -- MyEnglishLab (MEL) -- into their English courseware products, Pearson sought to explore how one of these products, Top Notch, was being implemented with MyEnglishLab and perceptions about the impact it was having on learning. Top Notch is a six-level communicative course that aims to help…

This study investigated the relational reasoning capabilities of older adolescents and young adults when the focal assessment was a verbal and more schooled measure than 1 that was figural and more novel in its configuration. To achieve this end, the verbal test of relational reasoning (vTORR) was constructed to parallel the test of relational…

There is cumulative evidence suggesting that hyper-glossing facilitates lower-level processing and enhances reading comprehension. There are plentiful studies on electronic dictionaries for English. However, research on e-dictionaries for languages with no boundaries between words is still scarce. The main aim for the current study is to…

Despite the number of articles devoted to the topic of content-based instruction (CBI), little attempt has been made to link the claims for CBI to research in cognitive science. In this article, I review the CBI model of foreign language (FL) instruction in the context of its close alignment with two emergent frameworks in cognitive science:…

Within the framework of foreign language teaching and learning, reading strategies, depth of vocabulary knowledge and text inferencing skills have not been researched extensively. This study tries to fill this gap by analyzing the effects of reading strategies used by Turkish EFL learners and their depth of vocabulary knowledge on their text…

This study explored the pedagogical benefits of flipped online kanji (i.e., Chinese characters used in Japanese) instruction integrated into college-level introductory and intermediate Japanese language courses. Using a quasi-experimental mixed design, the investigation looked at the effects of two instructional approaches: (1) a flip approach in…

Teachers often assume that personal experience is a rich resource for classroom chat and a gold standard for meaningful exchange of information. But in this paper, we first present three kinds of reasons for suspecting that primary intersubjectivity--the "me and you" relationship in which personal experiences are directly exchanged…

The current longitudinal study examined the role of cumulative social risk on children's theory of mind (ToM) and executive functioning (EF) across early development. Further, we also tested a cascade model of development in which children's social cognition at 18 months was hypothesized to predict ToM and EF at age 4.5 through intermediary…

It has long been claimed that stories are a powerful tool for language learning. Storytelling is often used as a discrete pedagogical approach in primary modern foreign language (MFL) lessons in England. There has, however, been little investigation into how storytelling might impact on vocabulary learning in the primary classroom. This article…

Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output…

The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (top-down reading). The current exploratory and…

In response to concerns regarding effects of hyperlinked annotation on reading comprehension, this study was undertaken to compare hyperlinked annotation with student highlighting of unknown/difficult words. An online highlighting tool was used to help students reflect their prior vocabulary in a hyperlink-based annotated passage. Highlighting…

Research shows that peer interaction supports learners in understanding and applying new vocabulary, developing reading skills, and improving reading comprehension. Teachers play a vital role in supporting peer learning, yet we know little about teachers' perspectives on the value of peer learning. This study explores the processes through which…