This study explored cognitive effects on narrative macrostructure in both languages of 38 Russian-German bilinguals aged 4;6 to 5;1‚ while controlling for demographic factors (sex, socioeconomic status) and language proficiency. Macrostructure was operationalised as story structure (SS) and story complexity (SC) using the Multilingual Assessment…

The pervasive influence of technology crosses borders, reshaping personal, professional, and social realms globally, with education notably transformed in schools and communities. This study aims to uncover language learning strategies among digital natives in the Turkish EFL context through a quantitative research design. The study revealed that…

Bilingual students can take notes in their first language (L1) or their second language (L2). Higher note-taking quality, which might differ between the L1 and L2, has been associated with better memory of new content. In this study, we examined how language of note taking within bilinguals affects note quality and memory of new content. One…

This study investigated the effectiveness of a Virtual Reality (VR) intervention with integrated Electroencephalography (EEG) biofeedback (VR-EEG) in enhancing English as a Foreign Language (EFL) learner proficiency compared to a traditional classroom setting. Learners (N = 60) were randomly assigned to either the VR-EEG group or the traditional…

The linguistic relativity hypothesis has focused on the influence of grammar in language on speakers' cognition. Previous studies show that speakers of languages with grammatical number (e.g., English) are more aware of the number of objects. Additionally, recent studies reveal that bilinguals who speak languages with different grammatical…