Empirical evidence remains sparse about how videos enhanced with first-language (L1) and second-language (L2) subtitles influence cognitive load in L2 learners. To address this point, 25 Korean undergraduate students were exposed to six short videos: baseline, L1-subtitled, and L2-subtitled videos at both high and low difficulty levels (determined…

There is currently limited investigation of readers' comprehension of AI simplified text from the perspective of educators, but such research can help to more effectively address the specific needs and perspectives of language teachers and learners regarding the comprehensibility of AI simplified text. Therefore, the purpose of this study was to…

How online interactants advance their talk in written interactions has been extensively investigated in different areas, including language learning. Applying a conversation analysis technique, this study examined how second language (L2) learners managed topics in L2 task-based text-chat interactions and the effects of L2 proficiency on their…

Given the accumulating evidence about audiovisual input as a valuable resource from which knowledge of multiword expressions (MWEs) can be built up incidentally, the next inquiry arises as to what can be done to promote MWE uptake from this resource. Despite the increasing popularity of bilingual subtitles as a form of on-screen text, their…

This paper presents the results of a brief mixed-methods intervention which sought to modify the production of prominence-related features in L2 English by four native French-speaking university lecturers, in read-aloud speech. Selected parts of participants' productions were acoustically modified and then used as the model in a Listen-and-Repeat…

While there is ample research on the effect of exposure to foreign language (FL) video materials on developing vocabulary knowledge and listening skills, research on the impact of watching videos on acquiring pronunciation skills, especially in terms of both perception and production, is still in its infancy. This study investigates the effect of…

The problem of cognitive overload is particularly pertinent in multimedia L2 classroom corrective feedback (CF), which involves rich communicative tools to help the class to notice the mismatch between the target input and learners' pronunciation. Based on multimedia design principles, this study developed a new multimodal CF model through…

Eye-tracking is primarily used as a tool to capture attentional processes in second language (L2) research. However, it is feasible to design visual displays that can react to and interact with eye-movements in technology-mediated contexts. We explored whether gaze-contingency can foster L2 development by drawing attention to novel words…

This study investigates the interaction of native speaker--non-native speaker (NS-NNS) dyads engaged in conversational interaction as part of a video-based synchronous computer mediated communication (VidSCMC) eTandem language program. Previous work has indicated certain advantages of NNS-NS conversational interaction for language learning (e.g.,…

Technology, as a source of instruction, has fulfilled various purposes in foreign language learning environments. During the last decade, Robot-Assisted Language Learning (RALL) has attracted teachers' and researchers' attention due to the look and feel of humanoid robots. However, in the field of pragmatics, studies highlighting the role of RALL…

This study examined the differences in perceptions of the value of feedback for improving English speaking performance between students who received video feedback and those who received written feedback and their preferences for written or video feedback. A total of 43 English as a foreign language students participated in this study to produce a…

This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…

This study investigates the possibility and efficacy of paper-based, in-class, data-driven learning (DDL) of academic lexical bundles below the C1 level of proficiency described by the Common European Framework of Reference (CEFR; advanced high ACTFL). A two-stage experimental design involving three groups (n = 41) and 24 two-to-four word academic…

The easy accessibility, ubiquity, and plurilingualism of popular SNSs such as Facebook have inspired many scholars and practitioners of second language teaching and learning to integrate networked forms of communication into educational contexts such as language classrooms and study abroad programs (e.g., Blattner & Fiori, 2011; Lamy &…

Behaviour-tracking technology has been used for decades in SLA research on focused practice with an eye toward elucidating the nature of L2 automatization (e.g. DeKeyser, 1997; Robinson, 1997). This involves longitudinally capturing learners' judgments or linguistic production along with their response times in order to investigate how specific…