This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest-posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an…

This study examines the effect of textual enhancement on learners' attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using…

Television is considered an important source of comprehensible input for second language learners of English and there is some evidence that L2 words can be learned incidentally by watching television. Few studies have looked at the role of TV viewing for learning formulaic sequences, despite the ubiquity of formulaic sequences in spoken English,…

While most studies on L2 vocabulary learning through input have addressed learners' vocabulary uptake from written text, this study focuses on audio-visual input. In particular, we investigate the effects of enhancing video by (1) adding different types of L2 subtitling (i.e. no captioning, full captioning, keyword captioning, and glossed keyword…

This study investigates whether congruency (+/- literal translation equivalent), collocate-node relationship (adjective-noun, verb-noun, phrasal-verb-noun collocations), and word length influence the learning burden of EFL learners' learning collocations at the initial stage of form-meaning mapping. Eighteen collocations were selected on the basis…

This article examines how form recall of target lexical items by learners of English as a foreign language (EFL) is affected (1) by repetition (1, 3 or 5 number of occurrences), (2) by the type of target item (single words versus collocations), and (3) by the time of post-test administration (immediately or one week after the learning session).…

In recent years, the student population enrolling in Flemish higher education has become increasingly diverse. Whereas teacher training institutes used to attract mainly students with a diploma of general secondary education, the proportion of students with a technical or vocational educational background has grown substantially over the past ten…

This article reports a small-scale study that investigated the effect of (1) an instructional method, viz. directing learners' attention to formulaic sequences (FS) in a text, and (2) typographic salience, i.e. bold typeface and underlined, on foreign-language (FL) learners' recall of FS and single words (SW). Twenty-eight FL learners read a…

This study explored the effect of two enhancement techniques on L2 learners' look-up behaviour during a reading task and word retention afterwards amongst Flemish learners of German: a Vocabulary Test Announcement and Task-induced Word Relevance. Eighty-four participants were recruited for this study. They were randomly assigned to one of two…