Research has observed that monitoring one's own learning modifies memory for some materials but not for others. Specifically, making judgments of learning (JOLs) while learning word pairs improves subsequent cued-recall memory performance for related word pairs but not for unrelated word pairs. Theories that have attempted to explain this pattern…

Purpose: Readers can draw on their knowledge of sound-to-letter mappings to form expectations about the spellings of known spoken words prior to seeing them in written sentences. The current study asked whether such orthographic expectancies are observed in the absence of contextual support at the point of reading. Method: Seventy-eight adults…

The present study investigates the efficacy of preparation time in four speaking tasks of TOEFL iBT. As the current pre-task planning time offered by ETS is very short, 15 to 30 seconds, we intended to explore how the test-takers' speaking quality would change if the preparation time was added to the response time, giving the respondents a…

Purpose: This research aimed to identify reliable tasks discriminating French-speaking adolescents with developmental language disorder (DLD) from their peers with typical language (TL) and to assess which linguistic domains represent areas of particular weakness in DLD. Unlike English, morphosyntax has not been identified as a special area of…

This study sought to identify the challenges and needs of TOEFL iBT candidates in achieving C1 level scores in the speaking and writing sections of the exam. To this end, the researcher employed a mixed-method approach to collect data from a population of 46 students, both male and female, between the ages of 22 and 30. The participants were…

In two visual-world eye-tracking experiments, we explore the extent to which conflicting first-language (L1) based grammatical parses influence second-language (L2) learners' on-line and off-line interpretation of sentences in the L2. We used cross-linguistic structural priming to potentially boost competition from the L1 grammar during the…

Word frequency has a long history of being considered the most important predictor of word difficulty and has served as a guideline for several aspects of second language vocabulary teaching, learning, and assessment. However, recent empirical research has challenged the supremacy of frequency as a predictor of word difficulty. Accordingly,…

The purpose of the current study is to explore the potential impact of a goal-based writing program on EFL students' writing competence and their attitudes toward goal-setting activities. The goal-based writing program was developed within goal-setting theory and launched in a writing class of 39 EFL Vietnamese university students over ten weeks.…

This study examines the influence of pre-departure proficiency on English as a second language (L2) oral development after a semester studying abroad in two distinct learning contexts. The data analysed were collected from tertiary level students (N = 33) who undertook an ERASMUS exchange semester in a European country where English was either the…

The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…

This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was "unmarked" by punctuation, "weakly marked" by a comma, or…

The present study aims to reveal the effects of test type, pronunciation and proficiency levels of the students on speaking test scores. A total of 147 Turkish EFL students consisting of 38 beginner, 36 elementary, 37 pre-intermediate and 36 intermediate levels participated in the study. Presentation as planned, and paired speaking test as…

We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in…

This study aimed at investigating the influence of L1 (Turkish) on the acquisition of L2 (English) collocations by comparing the scores of two Turkish ELT student groups with a phrase-judgment test. The test included both congruent and incongruent collocations as well as unrelated word combinations. The participants whose vocabulary levels were…

This study aims to explore how corpus-based approaches can be used to address the distinctions of English near-synonyms effectively. Especially, it collected source data from the British National Corpus (BNC) and adopted Sketch Engine (SkE) as an analyzing tool to compare the near synonymous pair "damage" and "destroy" commonly…