A substantial amount of literature has shown that the input flooding and enhancement (Textual enhancement, TE) technique helps learners to perceive and acquire target features implicitly. Previous studies explored the efficacy of computer-assisted TE interventions in Second Language Acquisition with diverse techniques, but animation has not yet…

This paper investigates the implementation of the Dai language curriculum within a culturally diverse school setting in Xishuangbanna, China. Employing a qualitative research methodology, including semi-structured interviews, observation, and document analysis, the study examines three key aspects: curriculum implementation, diverse perspectives,…

The study examined how L2 engagement is associated with students' general life satisfaction, a core element of well-being. A total of 1,109 seventh-grade EFL learners from a rural secondary school in China completed a measure of life satisfaction (family satisfaction, environment satisfaction, academic satisfaction, school satisfaction, freedom…

The generation of meaning in discourse is regarded as the process of knowledge-building, which can be analyzed by semantic waves. Combining the deep learning systems and polynomial fitting method, we present a method to compute multimodal semantic waves. With this method, four representative examples are discussed for the knowledge-building of…

This extension study investigates the relationship between self-regulated learning (SRL) strategies and first language (L1) Chinese and second language (L2) English reading test performance among 190 primary six students in mainland China, building upon the findings by Tse et al. (2022). Confirmatory factor analysis confirmed the acceptable…

The role of teacher's feedback in the teaching and learning process is extremely important as it allows educators to provide an objective assessment of a student's performance and help them improve their academic achievements. In this paper, the findings of a comprehensive literature review, conducted using the PRISMA methodology, encompassing 19…

Convergent evidence suggests that, for bilingual learners, well-developed morphological awareness in the first or second language may facilitate second language reading comprehension. However, there may be important differences between types of morphological awareness which could affect the degree to which second language reading comprehension is…

This study aims to explore the specific contributions of derivational, inflectional, and compounding morphological awareness to reading comprehension through decoding and syntactic awareness. A total of 181 Grade 3 and 4 Chinese primary school children learning English as a second language in Hong Kong participated in this study. The results of…

This study examined word class effects on Yi students' L2 Chinese word associations. 108 stimulus words, consisting of 36 nouns, 36 verbs, and 36 adjectives, were chosen from Corpus of Modern Chinese, with their frequencies and concreteness being strictly controlled. 80 students from grade 4 and 85 students from grade 10 finished the word…

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in…

It has been suggested that the reading acceleration program (RAP) (Breznitz et al. in Nature Communications 4: 1486, 2013), in which participants are forced to read at a rate faster than their normal reading fluency rate, improves reading fluency and comprehension in alphabetic languages. However, its effectiveness has never been examined in…

Working memory (WM) is essential to vocabulary learning. However, limited attention has been paid to young beginner learners' vocabulary development under various task conditions from the perspective of WM. This study investigates how two types of WM--complex WM and phonological short-term memory--may influence two instructional approaches (i.e.,…

While it has been shown that socioeconomic status (SES) is important for children's literacy development in their first language (L1), less is known about its association with reading in a second language (L2). The present study examined the different effects of SES on the acquisition of reading in Chinese as L1 and English as L2 from ages 7 to…

The study investigated the effect of task complexity (TC) on second language (L2) learners' affective responses and writing performance and how these were modulated by cognitive and affective individual difference (ID) factors. A total of 412 Chinese 8th-grade English-as-a-foreign-language learners completed a working memory (WM) test, a scale…

The study investigated how parental belief and family socio economic status (SES) were related to the home literacy environment and to early literacy-related skills in a foreign language (English). Eighty-six Chinese children in kindergarten (Mage = 5 years 5 months, 44 girls) were assessed on English phonological awareness, English receptive…