This study investigated the impact of interaction and output modality on vocabulary learning and retention of EFL learners. To investigate the impact of Interaction, solitary (n =69) and collaborative (n =62) groups served as experimental and No Interaction No Output (n =26) as control group. To address the effect of modality, spoken (n =39) and written (n =31) modalities served as experimental...

This study investigated the impact of interaction and output modality on vocabulary learning and retention of EFL learners. To investigate the impact of Interaction, solitary (n =69) and collaborative (n =62) groups served as experimental and No Interaction No Output (n =26) as control group. To address the effect of modality, spoken (n =39) and written (n =31) modalities served as experimental...

The present study aimed to satisfy a twofold purpose: On the one hand, it sought to verify the postulation that agent-based instruction could offer a compromise approach to teaching L2 idioms where form and meaning would be equally emphasized during instruction. Given that anthropomorphism has not been much under scrutiny, this research, on the other hand, sought to ascertain whether learning a...

The McGurk effect was studied on 3 groups of subjects differing in age: pre-schoolers (mean: 6 years), elementary-school 4-graders (mean: 11 years) and adults (mean: 24 years). The stimuli included audio-visual combinations of syllables /pa/, /ta/, /ka/, /ba/, /da/, /ga/. The combination of auditorily presented (A) bilabials with visually presented (V) velars, was reported by some subjects as a...

Previous studies on tongue reading, i.e., speech perception of degraded audio supported by animations of tongue movements have indicated that the support is weak initially and that subjects need training to learn to interpret the movements. This paper investigates if the learning is of the animation templates as such or if subjects learn to retrieve articulatory knowledge that they already have...