In the United States, numerous world language programs face criticism by being labeled as useless and inferior, resulting in curriculum and funding cuts. Despite defending their practicality, showing how vital skills are acquired through participation in these courses, many programs' efforts often fall short in conveying the essential role of…

The optimal amount of first language (L1) and second language (L2) to use in L2 learning has been constantly debated (e.g., Cummins, 2007; Hall & Cook, 2012). This study situated the debate of L1 and L2 use in the context of vocabulary learning from reading by examining the gloss language effect (i.e., L1 vs. L2 glosses). Important factors…

Collocational priming is a priming effect induced by collocationally related words; it has been taken to explain the cognitive reality of collocation. Collocational priming has largely been observed in first language (L1) speakers, whereas work on the representation of collocation in a second language (L2) is still limited. In the present study,…

Most second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and…

Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners' cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions,…

Drawing on recent scholarship integrating usage-based linguistics (UBL) and conversation analysis (CA) in the investigation of second language development, this paper reports on a microanalysis tracing one adult learner's recurring, increasingly frequent, and diverse use of the multiword expression "det er sant" (it/that is true) (DES)…

This study attempted to investigate the effects of two forms of text-based glosses, namely dynamic and non-dynamic glosses, on vocabulary learning of EFL learners. To this end, two experimental groups and one control group, each comprising 25 participants, took part in the study. The DIALANG test was employed as a homogenizing tool to ensure the…

Despite the existence of many studies on language learning strategies (LLS), little scholarly work reports the LLS used by multilingual foreign language learners. To fill this empirical gap, the present qualitative case study investigates how polyglots employed their strategies over their path of learning multiple foreign languages. We collected…

This study evaluated the effect of electronic books (e-books) on improving language learning outcomes, particularly in core proficiencies such as speaking, writing, and listening, which are identified as key areas of improvement. Using a meta-analysis approach, this research employed a randomized model with experimental and control groups. Data…

This present study examines the lexical frames in natural disaster news with the goal to create a list of commonly-occurring lexical frames in this news genre as a resource for students and teachers. A lexical frame in this study is defined as a sequence of words with a slot of one word within the frame that can be filled by two or more variants.…

The lack of consensus about gender-inclusive language (GIL) in German poses growing challenges for English-speaking German as a foreign language (L2 German) students and instructors. Whereas students often struggle to convey the same gender sensitivity that is generally available in English into their second language (L2), instructors are equally…

Project-based academic report writing (PBARW), one form of integrated writing, is widely used in Asia. We tested the hypothesis that L2 English learners have to achieve a threshold level of reading comprehension for PBARW strategies to have noticeable effects on writing performance. Quantitative and qualitative research methods were used in the…

Background: The achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learning domains, its role in second language (L2) learning and motivational moderators of this effect remain underexplored. Aims: This…

Research on extensive reading (ER) has quite consistently highlighted its impact on second/foreign language learning. However, it remains unclear what the exact components of ER are that make it profitable. In practice, there appears to be variation in the application of key elements of ER, and programs vary in the kinds of additions they make to…

There is considerable lab-based evidence for successful incidental learning, in which a learner's attention is directed away from the to-be-learned stimulus and towards another stimulus. In this study, we extend incidental learning research into the language learning classroom. Three groups of adult second language (L2) learners (N = 52) engaged…