When listening to speech in a second language, bilinguals' perception of acoustic-phonetic properties is often influenced by the features that are important in the native language of the bilingual. Furthermore, changes in the perception of segmental contrasts due to L1 experience can influence L2 lexical access during comprehension. The present study investigates whether the effect of L1 experi...

The study aims to discover whether audio or video modality in a listening test is more beneficial to test takers. In this study, the posttest-only control group design was utilized and quantitative data were collected in order to measure participant performances concerning two types of modality (audio or video) in a listening test. The participants, first grade students from an ELT program, wer...

The study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. Immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in L1, and listening comprehension + dictio...

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...

The aim of this study was to find out whether listening to English songs can improve pre-intermediate EFL learners’ listening comprehension. To this end, a non-randomized pretest-posttest control group design as one of the quasi-experimental research designs was employed. The sample of the study consisted of 40 male and female English learners from two classes in an Institute in Marand, Iran. T...

This chapter focuses on the amount of pragmatics practice needed for promoting accurate and speedy recognition and production of requestmaking forms in L2 Chinese. Over four consecutive days, an input group (n=17) and an output group (n=17) practiced using target request-making forms via computerized input-based and output-based practice activities, respectively. Meanwhile, a control group (n=1...

The current study investigated L2-based assumptions of the Cognitive Theory Multimedia Learning and Load for multimedia, modality, redundancy principles. In this non-equivalent groups quasi-experimental design study, four Turkish-speaking teacher trainees English language received a 12-minute non-paced lesson on harp seal pups that included audio (audio group), with video (video + captions text...