Various hints have been proposed to scaffold students. Such hints can be broadly divided into direct hints and indirect hints. On the other hand, individual differences existed among learners. In particular, cognitive styles greatly affect student learning. However, there is a lack of studies to investigate how cognitive styles affect students'…

The study examines whether there is any difference between the effects of a reading-writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners' writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language…

This classroom quasi-experiment aimed to learn if and to what degree supplementing classroom instruction with Rosetta Stone (RS), Tell Me More (TMM), Memrise (MEM), or ESL WOW (WOW) impacted high-stakes English test performance in areas of university-level writing, reading, speaking, listening, and grammar. Seventy-eight (N = 78) Chinese learners…

This study is an attempt to explore the correlation between direct and indirect vocabulary learning strategies along with the depth and breadth of vocabulary knowledge. To this end, a sample of 145 low proficiency students who learn English as a Foreign Language (EFL) completed a questionnaire concerning vocabulary learning strategy use.…

This study aims to explore the impact of different captions on second language (L2) learning in a computer-assisted multimedia context. A quasi-experimental design was adopted, and a total of thirty-two eighth graders selected from a junior high school joined the study. They were systematically assigned into four groups based on their proficiency…