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Direct linkHaghani, Mastaneh; Rashtchi, Mojgan – Asian-Pacific Journal of Second and Foreign Language Education, 2023
The present quasi-experimental study investigated which component of processing instruction (PI) is responsible for its beneficial effects and whether EFL learners with different learning styles similarly benefit from PI components. In doing so, a sample of 67 first-year students took part in a study with a non-equivalent control group…
Descriptors: Second Language Learning, Second Language Instruction, Grammar, Teaching Methods
Kam, Emily Fen; Liu, Yeu-Ting; Tseng, Wen-Ta – ReCALL, 2020
Captioned video is widely used to enhance second language (L2) learners' exposure to oral input beyond the classroom setting, and captioning has been found to provide an instantaneous, useful visual aid for parsing and understanding L2 oral discourse. Nevertheless, a meta-analysis has shown that captioning exerts a selective effect on L2 learners…
Descriptors: Video Technology, Second Language Learning, Second Language Instruction, Oral Language
Ji, Yi; Pham, Thanh – Innovation in Language Learning and Teaching, 2020
This paper aimed to develop culturally appropriate TBLT practices to enable teachers and students in China to employ TBLT to teach grammar in English classes. The study deployed design-based research with a total of 122 students at a Chinese university. The mixed-method study utilised questionnaires with 122 students, interviews with 10 students…
Descriptors: Teaching Methods, Culturally Relevant Education, Grammar, English (Second Language)
Gurzynski-Weiss, Laura, Ed. – Language Learning & Language Teaching, 2020
This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Sociocultural Patterns
Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?
Download full textHatami, Sarvenaz – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2018
Learning style matching is a neglected factor that may affect the complex process of second language (L2) incidental vocabulary acquisition through reading. The purpose of the current study is to investigate whether there is any difference in L2 incidental vocabulary acquisition and retention through reading when learners' perceptual learning…
Descriptors: Cognitive Style, Second Language Learning, Second Language Instruction, Incidental Learning
Dual-Modality Input in Repeated Reading for Foreign Language Learners with Different Learning Styles
Liu, Yeu-Ting; Todd, Andrew Graeme – Foreign Language Annals, 2014
Research into dual-modality theory has long rested on the assumption that presenting input in two modalities leads to better learning outcomes. However, this may not always hold true. This study explored the possible advantages of using dual modality in repeated reading--a pedagogy often used to enhance reading development--for two literacy…
Descriptors: Cognitive Style, Second Language Learning, Second Language Instruction, Vocabulary Development
Mahvelati, Elaheh Hamed; Mukundan, Jayakaran – English Language Teaching, 2012
The differences in cognitive style between individuals and the effect these differences can have on second language learning have long been recognized by educators and researchers. Hence, this issue is the focal center of the present study. More precisely, the purpose of this study was to investigate the role of participants' cognitive style…
Descriptors: Cognitive Style, Experimental Groups, Second Language Learning, Second Language Instruction
Di Donato, Robert, Ed.; Humbach, Nancy A., Ed. – Central States Conference on the Teaching of Foreign Languages, 2004
The title, "Making Connections: From the Classroom to the World Beyond", underscores one of the basic principles of language teaching echoed in the American Council on the Teaching of Foreign Languages (ACTFL) "Standards for Foreign Language Learning in the 21st Century". Teachers are constantly making connections in their…
Descriptors: Second Language Instruction, Second Language Learning, Majors (Students), Portfolios (Background Materials)
