Lexical inference through reading is considered an important method for vocabulary building; however, empirical research has not consistently offered strong evidence of the application of lexical inference in second language vocabulary learning. A recently burgeoning line of research focuses on second language (L2) lexical inference of compounds…

The increasing prevalence of students' use of Google Translate has been the catalyst for re-developing the language classroom. Through progressive adaptations, Google Translate has been integrated to help support meaningful language learning, academic rigor and intellectual curiosity. Five key steps form the foundation of the ADAPT approach:…

Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying…

The ability of international graduates to grasp a foreign language has become increasingly important as the demand for English-speaking workers has grown worldwide. To this end, several strategies for encouraging the use of English in academic settings have been implemented. International students' academic success may suffer if colleges refuse to…

This study explored how task complexity, writing behaviors (i.e., pausing and revision behaviors), and writing performance (i.e., task completion, coherence and cohesion, language use, and expression and tone) influence and relate to each other. Thirty advanced-level Korean EFL undergraduates completed writing tasks differing in complexity. A…

Research has investigated how lexical-semantic and participant factors impact word learning in young children and adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals--particularly those with developmental language disorder (DLD). Cross-linguistic differences in the semantic…

From the perspective of complexity theory and based on Robinson's Cognition Hypothesis and the Triadic Componential Framework, this paper investigated the effect of manipulating task complexity along resource-dispersing dimension on L2 written performance. The results showed that: 1) Significant interactive effects were found between the two…

Self-efficacy in mathematics is related to engagement, persistence, and academic performance. Prior research focused mostly on examining changes to students' self-efficacy across large time intervals (months or years), and paid less attention to changes at the level of lesson sequences. Knowledge of how self-efficacy changes during a sequence of…

Many undergraduate chemistry students struggle to understand the concept of stereoisomers, molecules that have the same molecular formula and sequence of bonded atoms but are different in how their atoms are oriented in space. Our goal in this study is to improve stereoisomer instruction by getting participants actively involved in the lesson.…

This study investigated the role of expertise and personality in reactions to challenges in contemporary paintings, here operationalized as violations in syntax and semantics. Thirty-eight expert and 56 naïve art viewers appraised 20 paintings (divided into four groups, i.e. no violation, only syntactic or semantic violation, and both…

Syntactic complexity effects have been investigated extensively with respect to comprehension (e.g., Demberg & Keller, 2008; Gibson, 1998, 2000; Gordon et al., 2001, 2004; Grodner & Gibson, 2005; King & Just, 1991; Lewis & Vasishth, 2005; Lewis et al., 2006; McElree et al., 2003; Wanner & Maratsos, 1978). According to one…

The target articles in the special issue address a timely and important question concerning whether practice tests enhance learning of complex materials. The consensus conclusion from these articles is that the testing effect does not obtain for complex materials. In this commentary, I discuss why this conclusion is not warranted either by the…

In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only instructional goal, and therefore, the theory is applicable to any instructional task. Accordingly, the basic concepts of intrinsic (productive) and extraneous (unproductive) types of cognitive…

This article begins by examining the possible meanings of "sustainability," and argues that most meanings are prescriptive rather than descriptive in nature: they tend, either overtly or covertly, to recommend the particular end-states that writers desire. The article then looks at the threats to leadership sustainability, suggesting…

The number of teacher candidates is increasing as a result of the excessive quotas given to departments that train teacher candidates and the right to teach different branches with pedagogical formation certificates. Therefore it becomes compulsory to hold selection exams in teacher appointments. The exams carried out during this selection process…