Aim: From the perspective of cognitive load theory, the present study examined the relative effectiveness of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning. Methods: A total of 162 upper-intermediate Chinese learners of English as a foreign language watched an English clip in one of 4 subtitling…

Vocabulary learning is vital for second language development, and the use of technology has greatly changed how second language vocabulary can be acquired. Some adventure video games were found to be beneficial for vocabulary learning. These games offer engaging plots, rich input, and immersive learning context. Despite these advantages, many…

Writing comprehensibly, dynamically, and persuasively in a foreign language is a significant challenge for learners. Written communication assesses language and writing progress for various summative and developmental goals. Scenario-based assessment (SBA), as one of the methodologies of classroom-based assessment (CBA), aims to elicit both…

Learning new words is fundamental in both first and second-language reading. There are, however, divided opinions on the best instructional approaches. Two widely used approaches across languages are whole-word focus and word-constituent focus. The appropriateness of each approach has varied historically, even within a single language (e.g., the…

This study explored the interaction between learning conditions, linguistic complexity, and first language (L1) syntactic transfer in semiartificial grammar learning by conceptually replicating and extending Tagarelli et al. (2016). We changed the L1 background, elicited production data during debriefing, and added a binary mixed-effects logistic…

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a…

In contexts of first language (L1) acquisition, prediction and adaptation are often viewed as fundamental to the learning process (Rabagliati et al., 2016). One mechanism that has been proposed to specifically account for such adaptive behavior is error-based implicit learning (e.g., Chang et al., 2006). According to this account, speakers…

This systematic review explores the challenges of pronunciation in the ESL curriculum within the Communicative Language Teaching (CLT) framework in Bangladesh. Pronunciation, a critical component of language proficiency, often presents significant hurdles for ESL learners. The review highlights key issues such as inadequate teacher training,…

This systematic review synthesizes the literature (involving 62 empirical studies) regarding the effectiveness of cognitive linguistics-inspired language pedagogies (CL-ILPs) on second language (L2) learning. It begins with an overview of the main theoretical tenets of cognitive linguistics followed by a description of the data selection, coding,…

This study explored the relationship between metapragmatic knowledge and transfer of learning from one speech act to another. Using a digital application, 105 Chinese learners of English received implicit instruction on how to formulate a high-imposition request to someone in a higher social status and larger social distance. Immediately after the…

This research investigated the impact of processing instruction (PI) on the acquisition of the English third-person singular present tense by Chinese English-as-a-foreign-language (EFL) learners and whether this effect would extend to the acquisition of other language components. This study featured the pretest-immediate-posttest design and…

This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…

This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…

One shared goal of classroom instruction is to support students' reading competence as a key skill of school success and participation in daily life. Yet, teaching that addresses multilingual students' language-related resources to support reading is rare. In this study, we enriched reciprocal teaching with elements of linguistically responsive…

Listening is often perceived to be the most challenging skill by second/foreign language (L2) learners. Due to its real-time nature, L2 listeners experience several comprehension problems related to the processing of aural input. To scaffold L2 listening, captioning is commonly used since the dual coding of aural and written stimuli is expected to…