A word often expresses many different morphological functions. Which part of a word contributes to which part of the overall meaning is not always clear, which raises the question as to how such functions are learned. While linguistic studies tacitly assume the co-occurrence of cues and outcomes to suffice in learning these functions (Baer-Henney,…

In recent years, there has been considerable interest in how to maximize learners' retention of multiword expressions. One technique that has been shown to be highly effective is the use of exercises such as those found in mainstream English as a second language textbooks. In the present study, we investigated how the execution of a gap-fill…

Among the various challenges that adult and other late language learners face on their journey to achieving nativelike proficiency, chunking has been identified as one of the most difficult tasks to master. Language users are able to derive and utilize chunks during language processing -- both in the first (L1) and the second language (L2) -- yet…

Self-regulated learning has been frequently investigated and reported to be effective for second language education, so increasingly more researchers and educators have been interested in cultivating self-regulated second language learners. To assist researchers and educators, it appears beneficial to review previous studies concerning the…

Internal error monitoring as reflected by the error-related negativity (ERN) component can give insight into the process of learning a second language (L2). Yet, early stages of learning are characterized by high levels of uncertainty, which obscures the process of error detection. We examine how uncertainty about L2 syntactic representations,…

In second language learning research, L1-L2 congruency refers to the similarity in form and meaning of the way a word or phrase is said between two languages. If there is low L1-L2 congruency, the learning burden of a word or phrase can be higher, and thus, such items should be focused on more in teaching to help learners avoid errors. For…

This study examines high school students' beliefs about studying English, particularly their perceptions of language intelligence, aptitude, and age sensitivity in language learning. A total of 87 Year 12 students from a boys' school in Northeastern Thailand voluntarily participated in a pre-and post-intervention online language mindset…

Metacognitive skills are important for text comprehension, especially at university where most learning processes are unsupervised, and students rely on self-control and regulation when reading for comprehension. In today's universities, English as L2 has become the vehicle language for teaching and learning. However, some studies have concluded…

This study addresses whether there is anything special about learning a third language, as compared to learning a second language, that results solely from the order of acquisition. We use a computational model based on the mathematical framework of Linear Discriminative Learning to explore this question for the acquisition of a small trilingual…

In many parts of the world, learners of English as a Foreign Language (EFL) or English as a Second Language (ESL) often face language difficulties and challenges in their performance in learning. These challenges and errors have multiple forms and causes, covering various language and skills aspects. This study focuses on the types of grammatical…

Access to definitions facilitates the learning of word meanings when novel words are encountered in reading. However, the memorial costs and benefits of inferring word meanings from context, compared to seeing definitions of unfamiliar words before reading, are not yet well understood. We conducted two experiments with adult L1 (English) and L2…

The purpose of this study was to investigate the sources of Chinese learning anxiety among Chinese learners in Vietnam and the strategies and methods used to cope with anxiety. Based on the findings, we suggest effective strategies to relieve learners' learning anxiety caused by different anxiety-inducing situations. The results of this study…

Technology-enhanced collaborative writing for second language learning has been receiving accumulating attention from researchers and educators over years. However, there was a lack of updated review with foci on the types and effectiveness of technologies in collaborative writing. This study conducted a systematic and in-depth review of 34…

This study investigates English language anxiety and stress among Saudi students in the First Year in College of Sciences and Arts in Dharan Aljanoub who study an English intensive course. It demonstrates the major causes of language anxiety and stress in English class. The study is based on descriptive analytical approach. The researchers used a…

Theoretically grounded in Vygotsky's sociocultural theory of mind, Dynamic Assessment (DA) provides researchers with the opportunity to investigate different aspects of learners' developmental trajectory, including the ways they overcome their errors. As a qualitative inquiry into the nature of errors reflecting learners' development in academic…