Audiovisual material accompanied by interlingual subtitles is a powerful pedagogical tool which can help improve the vocabulary learning of second-language learners. This study was intended to determine whether or not the mode (standard and reversed) of subtitling affects the incidental vocabulary acquisition of Iranian L2 learners while watching TV programs. Forty-five participants were random...

Past research has shown that dictionaries and glosses can be beneficial in computer assisted language learning, particularly in vocabulary learning. We propose that L2 vocabulary learners can benefit from the use of a dictionary whose definitions are sensitive to the provided reading context, and that advances in the natural language processing task of word sense disambiguation can be used to a...

This paper reviews the role of multimedia vocabulary annotation (MVA) in facilitating second language (L2) reading and listening activities. It examines the multimedia learning and multimedia language learning theories that underlie the MVA research, synthesizes the findings on MVA in the last decade, and identifies three underresearched areas on the subject.

The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend form. Although research has often explored the efficacy of different types L2 instruction (deductive or inductive), few studies have done so from an perspective. This study explores small-gr...

We examined the roles of metacognitive awareness of reading strategies, syntactic awareness in English, and English vocabulary knowledge in the English reading comprehension of Chinese-speaking university students (n = 278). Results suggested a two-factor model of a General Reading Knowledge factor (metacognitive awareness employed during the English reading process) and a Second Language (L2) ...