The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH…

Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable…

The current study aims at gaining insight into the effectiveness of the explicit and implicit instructions of the culture capsules through multimedia resources and tracks EFL learners|' multicultural attitudes. The study sampled 43 advanced EFL learners who took part in speaking courses at Shoukoh and Safiran institutes. The researchers applied…

In this digital era, a fundamental challenge is to design digital reading materials in such a way that they improve children's reading skills. Since reading books is challenging for many fifth graders--particularly for those genetically susceptible to attention problems--the researchers hypothesized that guidance from a digital Pedagogical Agent…

Use of captioned video in classrooms has gained considerable attention in the second and foreign language learning. However, the effect of application of captioned video embedded with glosses on incidental vocabulary enhancement has not been explored. This study aims to examine the effect of video captions with glosses on EFL students' incidental…

Although repeated reading--a pedagogical practice often involving phonological support in which learners revisit novel forms in context--has been extensively studied in terms of reading fluency and comprehension, little research has explored whether it promotes language acquisition. The current study, an attempt to fill this gap, found that…

This study investigates the relative effectiveness of different teaching approaches on the learning of formulaic sequences. Three comparisons were made in this study: the effects of explicit teaching of formulaic sequences versus teaching embedded in traditional coursebook instruction, the effects of the degree of salience of the sequences in the…

Previous studies on dictionary consultation investigated mainly online dictionaries or simple pocket electronic dictionaries as they were commonly used among learners back then, yet the more updated mobile dictionaries were superficially investigated though they have already replaced the pocket electronic dictionaries. These studies are also…

Formulaic sequences (FS) are frequently used by native speakers and have been found to help non-native speakers sound more fluent as well. We hypothesized that explicitly teaching FS to classroom ESL learners would increase the use of such language, which could further result in increased second language (L2) fluency. We report on a 5-week study…

The study employed a multiple probe design to investigate the effects of computer-based instruction (CBI) and a forward chaining procedure to teach manual spelling of words to three young adults with moderate intellectual disability in a small group arrangement. The computer-based program included a tablet PC whereby students wrote words directly…

Provision of multiple-choice (MC) glosses, which combines the advantages of glosses and inferring, has recently gained its share of supporters as a potential technique for enhancing L2 texts and increasing word gain for L2 learners. Upon taking an actual TOEFL, the participants underwent a vocabulary pretest to ensure that the target words were…

This study investigated whether enhanced extensive reading contributed to significant gains on the incidental acquisition of English prepositions. English as a Foreign Language (EFL) secondary school students in Korea ("N" = 12) received enhanced extensive reading instruction for one semester in an after-school program. Pre-and…

This study examines the effectiveness of teachers' incidental focus on form on vocabulary learning. Seventeen 45-minute audio-recorded teacher-led conversation, 204 learners' diaries (17 sessions x 12 learners) reporting what the participants had learned after each conversational class, 204 post-test translations, and 204 delayed post-test…