Purpose: Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to…

Background and aims: Previous research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests…

This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33)…

This study investigates the use of formulaic sequences (FS) in academic writings of Chinese learners of English as a foreign language across different levels of studies at a public university in China. Frequency-based formulas were retrieved from a corpus of student academic texts written at five time points between Year 1 and Year 3. The…

Objectives: The purpose of this article is to review research that has been conducted over the past five years on language development, reading skills and word learning with the use of the eye tracking machine as regards the population with autism spectrum disorder (ASD) in comparison to typically developed population. Materials and methods: A…

Background: Vocabulary scores increase until approximately age 65 years and then remain stable or decrease slightly, unlike scores on tests of other cognitive abilities that decline significantly with age. Aims: To review the findings on ageing-related changes in vocabulary, and to discuss four methodological issues: research design; test type;…

Vocabulary learning strategies have been frequently viewed as a practical tool to facilitate the acquisition of words and enhance comprehension and production in communication. Previous research suggests that vocabulary learning strategies are a multidimensional construct. This study attempts to validate a vocabulary learning strategies…

The tantalizing prospects of learning benefits from multimodal conditions on second language (L2) learning in general, and L2 vocabulary development in particular, have important implications. Indeed, opening a language learning app on any device provides the immediate experience of simultaneous input modalities, and a wide range of input types.…

Background: The literature suggests that educators can use parent-educator communication to support parents with engaging their children in home learning activities (Epstein, 1995; Hoover-Dempsey & Sandler, 1997). Objective: This study examines the relations between parent-educator communication and preschoolers' numeracy, literacy, executive…

In light of mixed findings in existing input enhancement research, Issa and Morgan-Short in a 2019 article urged researchers to compare the relative effects of input enhancement that taps into learners' attention to the external format of second language (L2) target forms (e.g. through capitalizing or boldfacing the forms) and input enhancement…

This study aims to investigate Indonesian senior high school teachers' perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured…

This study used event-related potential (ERP) and retrieval practice effect paradigm to investigate the neurocognitive mechanisms underlying the retrieval practice effect in a third language (L3) vocabulary learning. Thirty-five Chinese (First Language, L1)-English (Second Language, L2) bilinguals without prior knowledge of French (L3) studied 120…

Purpose: Alexa's integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa's on students' English vocabulary, comprehension and public speaking are examined. This…

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…

Besides explicit inference of word meanings, associating words with diverse contexts may be a key mechanism underlying vocabulary learning through reading. Drawing from distributional semantic theory, we developed a text modification method called reflash to facilitate both word-context association and explicit inference. Using a set of left and…