The present study aimed at examining the adequacy of task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find whether proficiency level learners had a role effectiveness vocabulary tasks with different loads. One hundred and thirty-six university students were randomly assigned into four task groups, each which included upper lower intermediate ...

This study investigated whether Lexical Inferencing (L1) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, furthermore, it also examined their effects on the learners’ vocabulary retention over time. 60 homogeneous EFLlearnerswere randomly assigned to two experimental and a control groups. After the pre-test, participants of the first experimental ...

The present study was intended to explore EFL students’ perceptions of learning vocabulary collaboratively with computers. We recruited 91 eighth-graders from three intact classes in a junior high school in Taiwan, assigning one class to learning individually without computers, another learning collaboratively without computers and the other learning collaboratively with computers. All particip...

The goal of this research was to examine word retention in bilinguals and monolinguals. Long-term word retention is an essential part of vocabulary learning. Previous studies have documented that bilinguals outperform monolinguals in terms of retrieving newly-exposed words. Yet, little is known about whether or to what extent bilinguals are different from monolinguals in word retention. Partici...

In the present study, introductory-level German students read a simplified story and learned the meanings of new German words by reading English translations in marginal glosses versus trying to infer (i.e., guess) their translations. Students who inferred translations were given feedback in English or in German, or no feedback at all. Although immediate retention of new vocabulary was better f...

Children's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, 2005), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct ref...

This study attempts to test aspects of the input hypothesis (Krashen, 1980, 1983, 1985) and Long's modification of it (Long, 1980, 1983a, 1985). Specifically, it experimentally tests the hypothesis that both input and interactional modifications facilitate second language acquisition, using Japanese as the target language. Three experimental groups were differentiated in terms of input and inte...

When information is retrieved from memory, it enters a labile state rendering it amenable to change. This process of reconsolidation may explain, in part, the benefits that are observed in later retention following retrieval of information on an initial test. We examined whether the benefits of retrieval could be modulated by an emotional event occurring after retrieval. Participants studied Sw...

Marshall (1977) constructed a plausible simulation of "anomic" speech out of the 100 most common words in the English language. He suggested that impaired access to lower frequency vocabulary might underlie anomic word finding difficulties. But he also noted that another factor, age of acquisition, may exert an influence, with anomic patients experiencing particular difficulty with later acquir...

In the AI field of language learning, chatterbots are an interesting area for learning and practice. This research investigates Arabic EFL vocabulary using interactive storytelling chatterbot. A chatterbot was created equipped with four tools: a dictionary, images, L1 translation tool, concordancer. The target words were enhanced by these tools to provide learners comprehensible input. project ...