Facilitating anxiety in second language (L2) learning research has not been thoroughly discussed for both methodological and conceptual reasons. This trend is also evident in the field of L2 reading, where reading anxiety has been viewed as a negative force. This study takes the initial step to explore the nature of facilitating anxiety in L2…

The purpose of this quasi-experimental, mixed-methods study was to address the gap in understanding regarding second language (L2) comprehension of stories by using a taxonomical approach based on Anderson and Krathwohl's (2001) revised taxonomy that includes multiple levels of cognitive processing to provide insight into L2 learners' depth of…

This study explored the diverse responses of Japanese university-level learners of English as a foreign language (EFL) to lexically easy short poems. These participants had attained a high level of English proficiency and were able to grasp the literal meaning of the poems. The investigation employed confidence level and reading time as…

Purpose: This study proposed a metacognition-inclusive self-regulated learning (SRL) approach to out-of-class listening practice and explored its impact on learners' listening performance and their reported use of self-regulatory listening strategies. Design/methodology/approach: Participants comprised 45 students learning English at a university…

In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the…

The positive effects of bi-modal input on language learning are becoming a largely accepted experimental finding. However, experiments looking at bi-modal reading in a foreign language are normally limited by the common experimental situation of classroom-based researchers studying university age participants for the limited timespan of a…

This study aims to investigate English as a foreign language (EFL) learners' use of context information under various noise conditions. The participants were seven Japanese undergraduate students. A noise test adopted from the Speech-Perception-in-Noise (SPIN) test (Kalikow et al., 1977) was used. Four signal-to-noise ratio (SNR) conditions (SNR =…

This study investigates the effects of linguistic knowledge (vocabulary knowledge) and cognitive abilities (metacognitive knowledge and cognitive styles) on the second language (L2) listening comprehension at different proficiency levels. The study has also sought to investigate whether or not cognitive abilities and L2 linguistic knowledge are…

To better understand the relationship between second-language (L2) listening comprehension and metacognitive awareness, we examined the moderating effects of listening tests and learner samples while focusing on aspects of metacognitive awareness. Students of English-as-a-foreign-language at a Japanese university (n = 75; the 2019 cohort) took the…

Research seems to show that captions and subtitles are generally beneficial to learners of English as an Additional Language (EAL), but some research does contradict this. Research on slideware and slide design seems to focus more on attractiveness of slides and less on educational effectiveness. However, research on slide design and specific…

The purpose of this paper is to (a) establish whether meaning recall and meaning recognition item formats test psychometrically distinct constructs of vocabulary knowledge which measure separate skills, and, if so, (b) determine whether each construct possesses unique properties predictive of L2 reading proficiency. Factor analyses and…

Listening to academic lectures in a second language (L2) can be a daunting task, as the listener faces various challenges related to processing the speech stream, prioritizing the importance of information, and deciding when, where and how to take notes. A host of factors can contribute to student comfort in and ability to take "good"…

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell's (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to…

Mobile-assisted language learning (MALL) is a fast-developing field that is constantly growing and evolving in education. There is a lack of publications focusing on implementation studies of MALL as a means to enhance second language/foreign language (L2) reading comprehension. Building on Burston's (2013). Mobile-Assisted Language Learning: a…

Researchers have recommended that English-as-foreign-language (EFL) classrooms should use lexically easy short poems. However, no studies have examined EFL learners' actual reading processes for these poetry texts, the insights of which are vital for corroborating future poetry-teaching methods. Hence, this study investigates how…