This study investigated the extent to which second language (L2) learners benefited from proactive form-focused instruction (FFI) targeting French grammatical gender attribution and the degree to which L2 learners' attention control and working memory predicted their learning gains. A total of 102 L2 learners received either proactive FFI…

Access to body-based resources has been shown to augment cognitive processes, but not all movements equally aid reasoning. Interactive technologies, like dynamic geometry systems (DGS), potentially amplify the link between movement and geometric representation, thereby deepening students' understanding of geometric properties. This study…

The process of word recognition can be analytic (or serial) or holistic (or parallel). They differ in the size of the processing units (lexical vs. sublexical) or in whether sublexical units are processed sequentially or simultaneously. First language (L1) reading development has been found to involve a transition from serial processing to…

Previous and current research identify Metalinguistic Awareness (MLA) as a possible cause of the positive effects of bilingualism on cognitive development and Third Language Acquisition (TLA). Although it has been acknowledged that MLA is strongly affected by literacy and grammar-related activities, only a few studies have focused on the context…

Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect--WMP associations were expected,…

This study was an attempt to explore the possible relationship between EFL teachers' perception (understanding and view) of task-based language teaching (TBLT) and their dominant teaching style. In addition, the study investigated whether EFL teachers' perception of TBLT can predict their dominant teaching style. As for the participants, 180…

The acquisition of a sound system is an integral component of second language (L2) communication, yet it is one of the most difficult skills to teach and is therefore largely ignored in L2 classrooms (Derwing, 2010). In laboratory settings, phonetic training studies have typically examined syllables, rather than words, with no referential meaning.…

Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-based linguistic patterns. So far,…

We investigated the potential influence of implicit learning mechanisms on L2 morphosyntactic attainment by examining the relationship between age of onset (AoO), two cognitive abilities hypothesized to underlie implicit learning (phonological short-term memory and implicit statistical learning), and performance on an auditory grammaticality…

This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g.,…

We explored the vocabulary and metaphor comprehension of learners of English as an additional language (EAL) in the first two years of UK primary school. EAL vocabulary knowledge is believed to be a crucial predictor of (reading) comprehension and educational attainment (Murphy, 2018). The vocabulary of five- to seven-year-old children with EAL…

Few studies have examined willingness to communicate (WtC) changes resulting from short-term intensive immersion programmes. This study investigated the antecedents to and changes in WtC during one such programme held at a Macau university. The programme required students to reside on campus and participate in extensive task-based communicative…

Although the "digital natives" theory is still used to justify the implementation of technologies such as video games in the language classroom, whether digital nativeness (i.e. the extent to which an individual embodies the characteristics attributed to digital natives) may be used as a predictor of digital game-based learning outcomes…

Using an actor-oriented perspective on transfer, we report a case of a student's transfer of covariational reasoning across tasks involving different backgrounds and features. In this study, we investigated the research question: How might a student's covariational reasoning on Ferris wheel tasks, involving attributes of distance, width, and…

In this article we will discuss, through the explanations given by teachers who teach Mathematics, the importance of using teaching strategies in the implementation of tasks. Teachers who participated in it belong to the group "Observatory Mathematics Education" (OME-Bahia). This study was framed in a qualitative approach and data were…