Multimodal input can significantly support second language (L2) vocabulary learning and comprehension. However, very little research has examined how L2 learners, especially young learners, allocate attention when exposed to such input and whether learning from multimodal input can be explained by attention allocation. This study therefore…

This study explored the use of stealth assessments within a digital game to assess second language (L2) Chinese learners' reading comprehension. Log data tracking learners' in-game behaviors from a game designed for Chinese dual language immersion classrooms (Poole et al., 2022) were used to construct Bayesian Belief Networks to model reading…