This study investigates meaning-making processes in language and literacy assessments. Using a social semiotic perspective, it examines how adult second language learners with emerging literacy self-articulate their understanding of multimodal elements and components utilized in low-stakes assessments, and the strategies they use to make meaning…

Previous studies on lexical focus on form (FonF) have mostly centred on FonF in reading with a few pre-selected lexical items. This study investigated the contribution of oral incidental FonF to developing learners' lexical knowledge in a free discussion EFL class. Incidental FonF was provided to 15 upper-intermediate learners who participated in…

This paper explores the impact of AI applications in adaptive learning on learners with varying levels of Chinese proficiency and diverse learning needs. The study investigates the robustness of VR technology in enhancing Chinese oral proficiency and pragmatic skills among 1st year and 2nd year learners. It compares the established VR app Mondly…

The present study investigates whether textual enhancement had any effects on grammar learning (tag questions) and reading comprehension, and whether the types of tag question contributed to the benefits of textual enhancement. The study employed a pretest--posttest design with three treatment sessions. The target forms were English tag questions,…

We examined the effect of cultural familiarity and question-preview types on the listening comprehension of L2 learners. The results showed that the participants who received the full question-preview format scored higher than those receiving either the answer-option preview or question-stem preview, despite a statistically nonsignificant…

The current study investigated the effects of three forms of output activity on EFL learners' recognition and recall of second language (L2) vocabulary. To this end, three groups of learners of English as a foreign language (EFL) were instructed to employ the following three output activities after reading two narrative texts: (1) summarizing the…

This study investigated the contribution of gestures and facial cues to second-language learners' listening comprehension of a videotaped lecture by a native speaker of English. A total of 42 low-intermediate and advanced learners of English as a second language were randomly assigned to 3 stimulus conditions: AV-gesture-face audiovisual including…