When inferring the meaning of unknown words in a second language, learners make use of a variety of cues including the cross-linguistic formal similarities of loanwords and cognates. However, because learners do not always recognize these cross-linguistic relationships, cognate strategy training has been recommended. The present study investigated…

Writing is often considered the most difficult language skill for EFL learners due to its persistent grammatical and lexical challenges. Although tools such as Google Translate and ChatGPT are increasingly used, concerns persist regarding overreliance and reduced learner autonomy. This study investigated the grammatical errors and writing…

As one type of the most extensively used sentences, English questions are must-learn grammatical structures for learners of English as a foreign language (EFL). However, it is commonly seen that English learners across proficiency levels produce ungrammatical English questions. To determine the source of learners' erroneous production, we…

The present study was focused on acquisition of Chinese relative clauses (RCs) by second language (L2) learners and whether this acquisition was influenced by RC linguistic features, learners' Chinese proficiency levels, and their first language (L1). Data were gathered via a Chinese reading comprehension test, a grammaticality judgment task, a…

It has long been debated whether interpretation should be performed only from a foreign language to the mother tongue or whether it should be performed from the mother tongue to a foreign language. Those in favor of the foreign to native language direction posit that such directionality allows the interpreter to produce more natural target…

Second language (L2) writing researchers have demonstrated that bilingual writers draw on their native language to fulfill task requirements. A growing number of individuals are learning a language beyond their second, and, despite an increased interest in third/additional language (L3/Ln) development, few empirical studies have considered writing…

This study examined how key factors of FFI (degree of explicitness, L1 similarity, proficiency level, and grammar type) influence the accuracy of production. A total of 22 experimental studies, all of which had Korean participants and productive assessments of speech or writing, were selected for analysis. Results revealed that explicit grammar…

Using Swain's (1985) output hypothesis as a basis, this article investigated the effect an immediate repeated oral task had on the performance of participants. Two groups of beginner learners of English as an additional language in Brazil performed a decision-making oral task in groups. Drawing from Lynch and MacLean's (2001) carousel task, the…

With the rapid development of Web 2.0 in the field of education, which allows users to interact and collaborate with teachers and peers on the web, many researchers have focused on exploring the developments of using Course Manage System (CMS) in service of L2 writing (e.g., Chun, 2011; Warschauer & Grimes, 2007). Simultaneously, participation…

This study examined how language proficiency and age of acquisition affect a bilingual language user's reliance on the dominant language during lexical access. Two bilingual groups performed a translation recognition task: Mandarin-English classroom bilinguals who acquired their dominant language (Mandarin) from birth and their non-dominant…