This study aims to investigate and compare the efficiencies of gamification and ludicization in foreign language learning regarding learning outcome, readiness, engagement, and academic buoyancy. Regarding the theoretical frameworks, gamification and ludicization, feasible in foreign language learning through interaction and problem-solving…

In recent years, studies have investigated "Subtitles as a Support" (SaS) and "Subtitling as a Task" (SaT) as two distinct approaches to audiovisual input, which have the potential to foster learners' vocabulary. In line with the Involvement Load Hypothesis (ILH) (Laufer & Hulstijn, Applied Linguistics 22(1):1-26, 2001),…

An important shift in language learning research is the understanding that pronunciation instruction is necessary to ensure learners' balanced development in pronunciation and second language (L2) speech. Research focusing on understanding what types of pronunciation instruction are effective and what makes them most effective has grown…

This study provides empirical evidence of how self-monitoring tasks contribute to improving the Korean pronunciation of foreign learners of Korean in blended courses, which combine face-to-face classes with online assignments. The study focuses on lateralization and nasalization rules, which are obligatory assimilation rules that frequently occur…

The Production-oriented Approach (POA) is an emerging language teaching method tailored to the characteristics of Chinese learners, but the existing experimental studies have yielded inconsistent results. Therefore, this study employs a comprehensive meta-analysis to assess the overall effectiveness of POA on students' English language skills, and…

Virtual reality (VR) has been gaining prominence in education, with its interactive capabilities continually expanding. This quantitative study (N = 91) tested the educational effectiveness of high-immersion VR (HiVR) versus low-immersion VR (LiVR) and the impact of interactivity on vocabulary learning. The between-subjects portion of this study…

Although the distinction between explicit and implicit (automatized) knowledge of second or foreign language (L2) is of crucial importance to second language acquisition (SLA) theory and research, it has thus far not been directly applied to L2 pronunciation. The paper attempts to fill this gap by making an initial attempt to illustrate the…

Online learning programs provide real time feedback and offer some degree of access to "real" oral communication, yet these platforms, for the most part, involve using the software in isolation. Though Rosetta Stone is designed for independent learning, the present study experiments with a model for implementing it as a collaborative…

Previous research showed that short-term second language training modulates children's brain responses to language processing. However, little is known about whether short-term training from language-immersion apps would have the same effect on young children's neural processing of a newly learnt language. We examined the auditory event-related…

It is widely accepted that written corrective feedback (WCF) is an effective tool for helping learners develop their L2 knowledge. Yet, it remains inconclusive as to which type of WCF can best facilitate L2 learning. In recent years, many second language acquisition (SLA) researchers agree that "direct" and "focused" WCF may be…

The purpose of this review was to summarize the behavior-analytic literature on the emergence of untrained second language skills and to provide recommendations for future research focused on second language acquisition. Seventeen distinct studies were included in the review. These studies implemented a variety of teaching methods (e.g., tact,…

This study explores the integration of multiple sign systems within the English as a Foreign Language (EFL) reading curriculum for undergraduates in Taiwan, addressing varied learning styles that are often overlooked by conventional curricular methods. The purpose is to investigate how incorporating semiotics can enhance learning engagement and…

This study investigates the effect of presence and sequence of viewing activities on the learning of new words in French L2. It examined if there is a difference in perceived usefulness of pre- vs. post-viewing activity (RQ1) and whether the perceived usefulness corresponds to students' vocabulary scores (RQ2). Eighty-seven adolescent, beginner…

This chapter examines the efficacy of a discursive proposal for teaching refusals through using audiovisual material. Undergraduate EFL learners received a pragmatic treatment on refusals which integrated pre-, while- and post-watching video activities based on TV series excerpts. In particular, the instructional design aimed to achieve the…

This study investigates the effects of narrow reading as writing sources on Chinese English as a foreign language (EFL) learners' writing quality in classroom settings. It also explores the potential correlations between writing self-efficacy and the narrow-reading supported writing instruction. To this end, a classroom-based study was conducted…