The relationship between working memory (WM) and second-language (L2) reading has been extensively examined, with mixed results. Our meta-analysis models the potential impact of under-researched variables considered to moderate this relationship. Results from 74 studies (228 correlations) showed a significant, small relationship between WM and L2…

We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced…

In this dissertation, I will present social-cognitive frameworks that support the use of mental imagery for possible self enhancement; and articulate and evaluate a pedagogical intervention designed for the foreign language class. This intervention will allow students to explore and develop prominent and vivid mental representations (self-schemas)…

There is a lack of tests available for assessing sign language proficiency among L2 learners. We have therefore developed a sign repetition test, SignRepL2, with a specific focus on the phonological features of signs. This paper describes the two phases of developing this test. In the first phase, content was developed in the form of 50 items with…

Exploring the underinvestigated area of instruction during study abroad, this article offers a quantitative study of linguistic development among second language university learners of Chinese during a semester in China. A comparison is made between learners following task-based language teaching and a comparison group following a traditional…

Little is known about young CLIL (Content and Language Integrated Learning) learners' attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair…

The Elicited Imitation Task (EIT) is a popular technique for efficiently measuring global proficiency in multiple languages, and accumulated evidence indicates high reliability and strong relationships with other proficiency measures. Nevertheless, several dimensions of EIT design remain open to investigation, including the assumption that a pause…

The Involvement Load Hypothesis (ILH) is a framework for designing vocabulary-learning tasks which was proposed by Batia Laufer and Jan Hulstijn in 2001. It assumes that task effectiveness depends on three components induced by a task: a motivational component (need) and two cognitive components (search and evaluation). The hypothesis has been…

This study examined the independent effects of working memory (WM) and the interactive effects of WM/L2 proficiency and WM/task complexity on L2 written performance. The study followed a within--between-participant factorial design, with two levels of task complexity as the within-participant variable and L2 proficiency and WM as…

The merits of the application of flow theory in foreign language teaching have been demonstrated in recent research. This experimental study was aimed at investigating the role of task type and modality in the perception of flow experience by learners as they are engaged in communication tasks. The participants were 78 non-English major university…

Machine translation (MT) is the automated process of translating text between different languages, encompassing a wide range of language pairs. This study focuses on non-professional bilingual speakers of Turkish and English, aiming to assess their ability to discern accuracy in machine translations and their preferences regarding MT. A particular…

Although lexical diversity is often used as a measure of productive proficiency (e.g., as an aspect of lexical complexity) in SLA studies involving oral tasks, relatively little research has been conducted to support the reliability and/or validity of these indices in spoken contexts. Furthermore, SLA researchers commonly use indices of lexical…

Although research on boredom in second language (L2) learning contexts has garnered increasing attention, boredom as a negative emotion remains largely uncharted in EFL settings. Previous research has not thoroughly delved into specific categories of factors responsible for boredom in the English language classroom. Therefore, this study explores…

This study aims to provide a comprehensive profile of collocational competence, a key component of one's overall linguistic competence. For the maximum of ecological validity, we elicited naturalistic oral/written production data from 84 Chinese intermediate EFL learners and performed a 2×2 fashion of analysis on their performance in each of the…

Integrated language arts and science & technology (ILS&T) instruction can make learning more meaningful and improve student learning outcomes for both subjects. Although the literature has stressed that such integrated instruction presents pedagogical challenges for elementary school teachers, little is yet known about the specific…