Previous studies on incidental focus form (FonF) have mostly focused its overall effectiveness. This study is an attempt to further examine the effectiveness of FonF with regard different linguistic categories (vocabulary, grammar, and pronunciation). To this end, eight hours a free discussion English as foreign language (EFL) class 12 upper-intermediate learners were observed, instances episod...

EFL learners encounter a number of challenges in English for specific purposes, especially understanding and remembering vocabulary. Therefore, exploring effective ways to improve their vocabulary its applications is the key area ESP. VR, as newer type audiovisual input on incidental learning, an important tool innovation language education. With sense presence immersion, VR constructs experien...

Nation (2006) has calculated that second language (L2) learners require much more vocabulary than previously thought to be functional with language (e.g., 8,000–9,000 word families to read independently). This level is far beyond the highest graded reader, and would be difficult to explicitly teach. One way for learners to be exposed to midfrequency vocabulary is to read authentic materials. Th...

Incidental vocabulary acquisition is the primary way for second language learners to acquire knowledge and adding glosses has been proven a great contributor this process. Generally speaking, refer translation equivalent words, L2 synonyms or brief explanations of target words. This paper reviewed studies on role in incidental reading terms gloss languages, types, locations modalities. Findings...

a long-standing debate among the vocabulary researchers is the depth of processing to learn vocabulary. this paper is a quantitative research which considers a revision in the “involvement load hypothesis” proposed by laufer and hulstijn in 2001. it investigates the role of proficiency and evaluation in this hypothesis in order to better reveal its potential contribution to vocabulary learning....

The present study aimed at investigating the effect of peer and teacher scaffolding through a process approach in a technology-enhanced environment on vocabulary learning among high and low self-regulated learners. Participants of the study were 120 English as a Foreign Language (EFL) learners who were selected based on their scores on a sample copy of the Oxford Placement Test (OPT). T...