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Download full textAlmoabdi, Rahaf Bandar – Online Submission, 2023
Because vocabulary knowledge is considered the building block of language learning, any difficulties concerned with vocabulary can harm the overall vocabulary acquisition process. Literature suggests that native Arabic speakers struggle to notice vowels while reading English texts. This can result from the differences between L1 and L2 linguistic…
Descriptors: English (Second Language), Second Language Learning, Vowels, Arabic
Peer reviewed
Direct linkHaruka Sophia Iwao; Sally Andrews; Aaron Veldre – Reading and Writing: An Interdisciplinary Journal, 2025
Evidence of sensitivity to graphotactic and morphological patterns in English spelling has been extensively examined in monolinguals. Comparatively few studies have examined bilinguals' sensitivity to spelling regularities. The present study compared late Chinese-English bilinguals and English monolinguals on their sensitivity to systematic…
Descriptors: Spelling, Morphology (Languages), Monolingualism, Bilingualism
Zhang, Shuai; Breuer, Esther Odilia; Grünke, Matthias; Joshi, R. Malatesha – Journal of Learning Disabilities, 2022
The current study examined German spelling errors among students with German as their first language (L1) and those with German as their second language (L2) in Grades 3-4 (elementary school students; n = 127) and Grades 5-7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate…
Descriptors: Spelling, Error Analysis (Language), Individual Differences, Foreign Countries
Ohood Swar; Mohammed Mohsen – Interactive Learning Environments, 2023
Over the past few years, many studies have examined the cognitive processes of students when translating texts from one language to another. However, little is known about the cognitive processes of Arab translators when translating texts from their heritage language into English. This study aims to track the cognitive processes of students as…
Descriptors: Language Processing, Psycholinguistics, Native Language, Second Language Learning
Visser, Linda; Cartschau, Friederike; von Goldammer, Ariane; Brandenburg, Janin; Timmerman, Marieke; Hasselhorn, Marcus; Mähler, Claudia – Applied Measurement in Education, 2023
The growing number of children in primary schools in Germany who have German as their second language (L2) has raised questions about the fairness of performance assessment. Fair tests are a prerequisite for distinguishing between L2 learning delay and a specific learning disability. We evaluated five commonly used reading and spelling tests for…
Descriptors: Foreign Countries, Error of Measurement, Second Language Learning, German
Zeynep Aksit; Sükran Saygi – Language Learning in Higher Education, 2024
Vocabulary research provides valuable information on the construct of word knowledge (WK), and suggests ways to develop language learners' lexicon, arguably, the backbone of communication. The present study explores EFL students' vocabulary learning behavior; more specifically, the aspects of WK components they intentionally focus on when learning…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
McCarron, Sean Patrick; Kuperman, Victor – Journal of Research in Reading, 2022
Background: Previous studies show that students improve communication skills throughout post-secondary study proportionately to first-year ability, yet important questions remain. How does post-secondary affect the development of reading comprehension and related skills? How does this development vary between L1 and L2 speakers, and how much…
Descriptors: Outcomes of Education, Postsecondary Education, Reading Skills, Native Language
Chung, Sheila Cira; Koh, PohWee; Chen, Xi; Deacon, S. Hélène – Reading and Writing: An Interdisciplinary Journal, 2023
Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling--effectively, which predicts which by including autoregressive controls--and cross-linguistic transfer between English and French for our…
Descriptors: Elementary School Students, Grade 1, Grade 2, Bilingual Students
Marion Martínez; Leesa Clarke; Lorna Hamilton; Christopher J. Hall – Language Awareness, 2024
This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of…
Descriptors: Grammar, Native Language, Second Language Learning, Second Language Instruction
Baoqi Sun; Beth Ann O'Brien – Reading and Writing: An Interdisciplinary Journal, 2025
This study examines the intricate relationships between home language use, oral language skills (phonological awareness, morphological awareness, and receptive vocabulary), and literacy skills (word reading and spelling) in English and Chinese among young bilinguals. The sample includes 249 first-grade and 263 third-grade bilingual students in…
Descriptors: Native Language, Language Usage, Grade 1, Grade 2
Çanakli, Levent Ali; Bastürk, Sükrü – African Educational Research Journal, 2022
As in teaching other languages, the most difficult of the four basic skills in teaching Turkish as a foreign language is writing; it includes very different strategies from sequencing to analysis and synthesis. In addition, foreign language learners tend to transfer the forms and meanings of their own culture and language to the target language…
Descriptors: Foreign Countries, Second Language Learning, Writing Instruction, Writing Skills
Noam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Cho, Jeung-Ryeul; McBride, Catherine – Journal of Learning Disabilities, 2022
This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old first language (L1) Korean children and 41 foreign language (FL) learners who are Hong Kong Chinese college students. Korean…
Descriptors: Spelling, Korean, Alphabets, Native Language
Woore, Robert – Language Learning Journal, 2022
Ofsted's (2021. Curriculum research review series: Languages (OCRR). https://www.gov.uk/government/publications/curriculum-research-review-series) sees 'phonics' as one of three key 'pillars of progression' in language learning. This paper critically examines this view, beginning with the OCRR's definition of 'phonics'. Focussing on the teaching…
Descriptors: Phonics, Second Language Learning, Second Language Instruction, Language Proficiency
Ann-Katrine Risberg; Anna Widlund; Heidi Hellstrand; Pia Vataja; Paula Salmi – Scandinavian Journal of Educational Research, 2024
In this longitudinal study, we examined what kind of profiles of reading fluency and spelling skills could be identified among pupils (N = 467) and how stable these profiles were during the first three years of school. We also investigated how monolingual (Swedish) and simultaneously bilingual (Finnish-Swedish) pupils and gender were distributed…
Descriptors: Spelling, Reading Fluency, Profiles, Swedish
