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...

This chapter summarises the main lessons learnt from volume. It begins by connecting themes discussed in publication with wider societal challenges. then six key lessons. Two relate to conceptual developments: The need for shared understanding, vocabulary and clarity; a call view policy practice as two parts of same whole rather than separate contexts. Three pertain enabling systematic high-qua...

abstractthis study investigated the effect of digital games on vocabulary acquisition of low-proficiency iranian male and female efl learners. in order to select homogeneous learners in terms of their english language proficiency, the standard nelson proficiency test was administered, and based on the obtained results, 60 low-proficiency efl learners were selected (31 females and 29 males). the...

Background In countries with German as an official language, children a second language perform overall worse in school than their native speaking peers. This particularly affects written skills, which require advanced knowledge. The reasons are manifold, but one is prominent, namely poor vocabulary Vocabulary, however, consists not only of the number known words also complex and hitherto under...

After elaborating the definition of working memory, the relationship between short-term memory and working memory, chunking in SLA and the relationship between short-term memory and chunking, this paper proves the importance of chunking through the experiment: the students’ capacity in fast reading, reading in depth, listening and cloze from experimental group was affected by vocabulary depth t...

this study was an attempt to investigate whether teaching critical reading strategies had any significant effect on intermediate efl learners’ vocabulary retention. to fulfill the purpose of this study, 72 male and female students within the age range of 17 to 32 years studying at farzan and farzanegan language schools in tehran at intermediate level were selected from a total number of 114 par...