Language Acquisition Research Articles

Language education of immigrant d/Deaf and hard-of-hearing multilingual learners – an interview study

ABSTRACT For newly arrived students who are d/Deaf and hard-of-hearing (DHH), language acquisition is particularly complex. The spectrum of initial language situations ranges from no first language to multilingual acquisition contexts. In Germany, there are currently no studies that focus on the education of these learners. This prompted an interview study with six teachers of the d/Deaf and hard-of-hearing, investigating how the language education of newly arrived DHH schoolchildren is designed from the perspective of their teachers. The results of the study, which is based on grounded theory methodology, show that teaching this target group presents major challenges. In the face of this, teachers are highly uncertain of how best to meet the needs of their students, as they have neither information on the language development of these students nor suitable assessment tools and language teaching materials to use in class. The results underline the need for (1) research on the language acquisition and development of newly arrived DHH students, (2) the development or adaptation of assessment tools and (3) effective teaching methods and materials, and finally, (4) the development of teacher training possibilities.

The Role of Corrective Feedback in Second Language Acquisition within the Saudi Educational Context

This paper is a review of previous research that examines the role of corrective feedback in second language acquisition, specifically in Saudi educational settings. It provides a theoretical background on the definition and types of corrective feedback, as well as different perspectives from researchers on whether or not it improves second language learners' linguistic input. The researchers investigate the problems caused by insufficient corrective feedback in various Saudi educational settings, indicating a lack of awareness and ineffective approaches taken by educators in addressing second language learners' errors. They also emphasize the significant value of corrective feedback in the Saudi context. Therefore, this review aims to provide essential information that should be considered by second language teachers and researchers. Additionally, it highlights potential pedagogical implications that should be addressed in the future to resolve certain challenges related to corrective feedback.

A Case Study of Salar Family Education in Trilingual Environment Based on the Theory of Trilingual Acquisition

This study is based on trilingual acquisition and explores the influence of parental education and a trilingual environment through a case analysis of children's language acquisition in Salar families. The mother language (L1) is Salar, the second language (L2) is Mandarin, and the third language (L3) is English. The children's acquisition of three languages ​​and the acquisition process in a trilingual environment and family education were explored deeply through observation and interviews. The study results show that children are more likely to acquire the three languages in a trilingual environment. However, relying only on family education without providing a trilingual environment makes it generally more difficult for children to acquire three languages ​​than in a trilingual environment.

Enhancing Vocabulary Mastery in Narrative Text through Wordwall Game

Enhancing vocabulary mastery through the Wordwall game is important because students often face several common difficulties in mastering English vocabulary, such as lack of engagement, limited exposure to new words, and difficulty in retaining vocabulary. This study aims to answer whether the use of the Wordwall game can improve eighth-grade students' English vocabulary mastery. Classroom action research was conducted using four stages: planning, acting, observing, and reflecting. Data were gathered via observation, questionnaires, and testing. The study revealed that integrating the Wordwall game enhanced vocabulary proficiency and increased motivation among students in their English language acquisition. The game stimulated students' comprehension and retention of relevant vocabulary, fostering their enthusiasm for acquiring English. In addition, there was a notable improvement in students' proficiency in vocabulary. The study showed that students who used the Wordwall game had higher vocabulary test scores compared to before using the game. This study provides evidence that students have attained favorable learning outcomes and exhibit high levels of motivation to expand their vocabulary through the Wordwall game. They recognized that the Wordwall game was beneficial in facilitating their acquisition of English vocabulary. It is recommended that teachers use this strategy and regularly evaluate teaching techniques.

Boosting Students’ ESP Vocabulary by Utilizing AI Chatbot

Technology integration in foreign language learning is a must today. One of the issues is the utilization of artificial intelligence (AI) Chatbot in English language teaching. Some studies have mentioned the benefits and advantages of using AI Chatbot. Nonetheless, none of the studies examines deeply on hoe ESP vocabulary. To fill the gaps, this study examines the effect of AI Chatbot especially Dialogflow enhanced the ESP vocabulary acquisition. The experimental comparison of two groups—an experience group and a control group—is the backbone of this study in order to accomplish that purpose. Both groups underwent pre-tests and post-tests to assess the effectiveness of utilizing AI chatbot in learning ESP vocabulary. The chatbot content was meticulously constructed to incorporate vocabulary features such as synonyms and concise explanations of word meanings. The study's findings revealed that utilizing chatbots significantly improves the acquisition of ESP vocabulary. It was found that students in the experimental group that used Dialogflow, a chatbot, performed better than students in the control group. To add, the study suggests that chatbots could be utilized in many situations to enhance language learning in general or in specific ESP courses. A chatbot provides a stimulating setting to facilitate positive interactions where the negotiation of meaning occurs explicitly, which appears to greatly benefit learners in advancing their second language lexical development.

The Use of Short Stories to Improve Vocabulary: Understanding the Perceptions of EFL Students

The integration of technologies, such as virtual learning environments, web-based collaborative setups, and gamified applications, tend to promote the positive effects of short stories on vocabulary learning in a foreign language. This study investigates the effectiveness of using short stories as a pedagogical tool for enhancing vocabulary acquisition in English as a Foreign Language (EFL) students. Two cohorts of participants took part simultaneously in a course to improve vocabulary through short stories graded according to their level of proficiency. The highly validated tool MSLQ was applied to gather perceptions of motivation and learning strategies throughout the course. Correlational analyses suggest that short stories, combined with appropriate technological and pedagogical strategies, offer a powerful approach to vocabulary learning in diverse educational contexts. The study also emphasizes the importance of self-regulated learning mechanisms, which promote learner autonomy and self-efficacy, leading to better vocabulary outcomes. This research contributes to the understanding of effective vocabulary learning and provides practical insights for educators seeking to enhance EFL students' language mastery.

The developing of prosody in infants: a longitudinal study over the first 16 months of infant life

Background The acquisition and development of prosodic aspects of vocal intonation are of special interest within the larger context of language acquisition. Method The present study explored the developmental trajectories of infant prosodic abilities from 4 to 16 months of life with an intensive time points assessment. Several aspects were considered: an acoustic analysis of infant vocal productions with specific software, the analyses of all the prosodic variables associated with the fundamental frequency (F0 mean, F0 range, and F0 final contours), the individual variability and the complexity of the vocal productions of the infants. Results The multi-level analysis evidenced specific prosodic developmental trajectories that differ for the different kind of vocal productions since the first months of life. Conclusions The findings suggest that in the second half of the first year of life infants show an intonational repertoire that may help manage interactions with their caregiver and that individual variability has to be taken in consideration when assessing infants’ prosody.

Reporting Eye‐Tracking Research in Second Language Acquisition and Bilingualism: A Synthesis and Field‐Specific Guidelines

AbstractEye tracking has taken hold in second language acquisition (SLA) and bilingualism as a valuable technique for researching cognitive processes, yet a comprehensive picture of reporting practices is still lacking. Our systematic review addressed this gap. We synthesized 145 empirical eye‐tracking studies, coding for 58 reporting features and applying a gap analysis to the codings. Although certain aspects of reporting, such as descriptions of auxiliary assumptions, equipment, and setup, were consistently implemented, we found significant variation and sometimes complete omission of crucial details surrounding aspects of data quality and of data preprocessing and cleaning. This lack of information hinders the evaluation of methodological rigor and overall study quality of eye‐tracking research. We propose a set of field‐specific reporting guidelines in the form of a checklist to improve the quality of data collected and contribute to the larger goal of advancing the replication and reproducibility of eye‐tracking research in SLA and bilingualism.

Exploring teaching methods for middle school English vocabulary in China: Based on observation of high-quality lessons in people’s education edition

This study investigates the methodologies used in teaching vocabulary in middle school English classrooms, focusing on the interconnections among class types, parts of speech, teaching stages, and methods. By combining offline classroom observations with a review of 99 high-quality online lessons from the People’s Education Edition, the research provides a comprehensive comparison of vocabulary instruction practices. The findings reveal that vocabulary instruction is often embedded within broader lessons on listening and speaking, reading, writing, and grammar rather than being addressed in dedicated sessions, and that there is significant variability among teachers in core vocabulary selection and instructional approaches. The study concludes that there is a lack of consistent and dedicated vocabulary teaching methods across different class types. This research offers valuable insights for educators to develop more targeted and effective vocabulary teaching strategies, aiming to improve vocabulary acquisition among middle school students.

Using realia in teaching english vocabulary to a mildly intellectually disabled student

This research analyzes the benefits of using realia as a teaching tool to teach English vocabulary to a student with mild intellectual disability. As background, it is known that the use of real objects improve comprehension and retention of new words, providing a more attractive and effective learning experience; this in turn, can be adapted to the needs of students with this condition. The study was carried out with a 10-year-old student with MID, who participated in a series of six classes, in which she was taught vocabulary through the use of tangible elements, supported by interactive activities. The main focus was the acquisition of new vocab through the Total Physical Response method, which not only supports language acquisition but also encourages sensory experiences and hands-on understanding, contributing to the effective development of communication skills. An action research design was used that included the phases of problem identification, planning, implementation, and reflection, framed within a qualitative approach. The findings suggest that the integration of realia in vocabulary instruction not only supports cognitive development but also promotes a more inclusive, dynamic learning environment.

The Process of Becoming

Second language teacher education (SLTE) involves the process of becoming a professional. This professionalization is presented from a sociocognitive perspective, whereby SLTE is considered part of the innate, human condition of life-long learning and teaching. This adaptive, social process involves learning and socialization during the development of skills, knowledge, identities, norms and values associated with professional communities of practice. The sociocognitive tools of progressive alignment and affiliation are used to identify instances of evaluation that make visible professionalization from student-produced materials and interviews with 13 SLTE students. Results show that participant professionalization differed based on their perceptions and evaluations, often filtered through their real and imagined teaching contexts and past experiences. The context of schools, which is the physical, synchronic context of teaching, appeared more influential than the diachronic contexts of schooling. However, far from uncritical, top-down indoctrination, SLTE students projected their own unique perspectives into the learning environment, in a mutuality of socialization. Professionalization results from an ongoing process, influenced by personal, local, cultural, national, and social demands, along with changing demands for language acquisition.

Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users

AbstractMost second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and peak instructional attainment on the long‐term evolution of advanced, instructed L2 learners’ skills following a longitudinal mixed‐methods research design. Participants (n = 28) completed an oral proficiency test, an oral interview, and a vocabulary knowledge test at multiple times over an 8‐year period, 6 years of which were postinstruction. Results showed that continued exposure contributes to long‐term retention (and some further development) of oral proficiency and fluency and that peak attainment at the end of formal instruction is also an important variable for some areas of L2 performance. Additionally, even the participants with limited exposure demonstrated little attrition over time.

Training to Improve English Vocabulary Via Audio-Visual Media For Primary Students of Silo Baru Village Dusun X Asahan District

When it is done appropriately, the transition from traditional classroom instruction to technology-based instruction in English language instruction has a lot of potential advantages. A few crucial aspects of its implementation to consider include selecting appropriate technology and emphasizing vocabulary expansion. There is a great chance that training targeted at increasing students' vocabulary following the use of audio-visuals in English language learning will boost their motivation even more. Participants from Silo Baru Village's coastal primary schools will have the chance to learn more about this technology in particular. It is hoped that by using audio-visual media to enhance vocabulary acquisition, students will become more intrinsically motivated as a result of this training activity. It is thought that since kids are really interested in studying, they would be able to concentrate more on improving their mastery of vocabulary in English. It is important to monitor and evaluate the impact of this training, both in terms of increasing vocabulary and in students' learning motivation. The data and feedback obtained from this activity will be key to assessing the effectiveness of audio-visual technology in improving the English language skills of coastal elementary schools in the new silo village of Asahan Regency.

Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling

ABSTRACT The purpose of this study aimed to investigate the impact of incorporating a scripted collaborative learning strategy into digital storytelling (DST) on the vocabulary acquisition, creativity and writing skills of EFL college students. While DST has been previously utilised in English language education, it faces several challenges. To address these challenges, this study introduced a scripted collaborative strategy designed to enhance the digital storytelling creation process. An experimental comparison between scripted and non-scripted collaborative digital storytelling projects was conducted to assess their effects on students’ creativity and writing skills. The findings revealed that the scripted collaborative DST approach markedly improved students’ vocabulary acquisition, graphic creativity and writing skills compared to the non-scripted collaborative DST group. This research underscores the potential benefits of digital storytelling in advancing English language learning, offering valuable insights into its effective implementation.

Disentangling the roles of age and knowledge in early language acquisition: A fine-grained analysis of the vocabularies of infant and child language learners

The words that children learn change over time in predictable ways. The first words that infants acquire are generally ones that are both frequent and highly imageable. Older infants also learn words that are more abstract and some that are less common. It is unclear whether this pattern is attributable to maturational factors (i.e., younger children lack sufficiently developed cognitive faculties needed to learn abstract words) or linguistic factors (i.e., younger children lack sufficient knowledge of their language to use grammatical or contextual cues needed to figure out the meaning of more abstract words). The present study explores this question by comparing vocabulary acquisition in 53 preschool-aged children (M = 51 months, range = 30–76 months) who were adopted from China and Eastern Europe after two and half years of age and 53 vocabulary-matched infant controls born and raised in English speaking families in North America (M = 24 months, range = 16–33 months). Vocabulary was assessed using the MB-CDI Words and Sentences form, word frequency was estimated from the CHILDES database, and imageability was measured using adult ratings of how easily words could be pictured mentally. Both groups were more likely to know words that were both highly frequent and imageable (resulting in an over-additive interaction). Knowledge of a word was also independently affected by the syntactic category that it belongs to. Adopted preschoolers’ vocabulary was slightly less affected by imageability. These findings were replicated in a comparison with a larger sample of vocabulary-matched controls drawn from the MB-CDI norming study (M = 22 months, range = 16–30 months; 33 girls). These results suggest that the patterns of acquisition in children’s early vocabulary are primarily driven by the accrual of linguistic knowledge, but that vocabulary may also be affected by differences in early life experiences or conceptual knowledge.

The Role of Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition

The Role of Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition

The Nexus of Business English and the Fourth Industrial Revolution: Leveraging Moodle’s Potential to Augment Lecturers’ Pedagogies for Student Support

This article explores the potential of Moodle, a learning management system, to prepare students for success in business English within the dynamic workforce. While e-learning platforms are increasingly adopted, research specifically focusing on Moodle’s integration in business English remains limited. This study aims to bridge this gap through the investigation of the crucial role of lecturers to empower students through the effective use of Moodle. The research objectives include the exploration of lecturers’ perceptions of Moodle’s potential, the identification of strategies to enhance e-learning support for business English and the redefinition of pedagogy to benefit lecturers and prepare students for the Fourth Industrial Revolution. This qualitative phenomenological study utilises email interviews, student feedback, and observations, and applies the community of inquiry theory to analyse the study’s findings. Findings reveal that Moodle holds significant promise in business English to enable lecturers to create engaging and personalised learning experiences. The platform enhances learner engagement and language acquisition to enhance adaptability for future work requirements. Based on the study, recommendations include providing comprehensive training and support for lecturers to optimise Moodle’s features effectively. Through the implementation of the recommendations, institutions can harness the full potential of Moodle and pave the way for a more competent and competitive workforce prepared for the challenges of the modern business world.

THE EFFECTIVENESS OF AN INTEGRATED APPROACH TO TEACHING WRITING SKILLS IN FOREIGN LANGUAGES: A COMPREHENSIVE LITERATURE REVIEW

This study examined the efficacy of an integrated method for teaching writing skills in foreign languages. The hypothesis suggests that an integrated method is superior to traditional methods in fostering language acquisition and development. A comprehensive literature review was performed utilizing scientific literature analysis and analytical-synthetic methods to assess the existing research on the effectiveness of integrated writing instruction. According to the findings, providing integrated writing instruction demonstrates substantial progress in writing proficiency, grammar, vocabulary acquisition, and comprehensive language development, particularly in the context of teaching Arabic as a foreign language (AFL) at the tertiary level. Moreover, integrated writing instruction encourages a more holistic and communicative approach to language learning by engaging students in authentic writing tasks and developing their skills in meaningful contexts. The potential benefits of incorporating technology and multimedia resources into integrated writing instruction are also discussed, as these tools can enhance learning experience and facilitate language development. However, the effectiveness of integrated writing instruction may vary depending on the specific context and needs of the learners, and some studies suggest that it may not be as effective for all learners or situations. Further research is needed to understand these variations and to develop more targeted instructional approaches. The findings of this review article provide strong evidence of the effectiveness of an integrated approach to teaching writing skills in foreign languages, highlighting its importance in meeting the evolving demands of language education in a globalized world. However, it is important to note that the effectiveness of integrated writing instruction may vary depending on the specific context and needs of learners. Some studies have found that integrated writing instruction may not be as effective for all learners or in all situations, and further research is needed to understand these variations and develop more targeted instructional approaches.

ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE LEARNING: THE INTERPLAY OF READING AND LISTENING COMPREHENSION

Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instructional materials can influence the development of receptive skills. The relationship between short-term memory (STM) and listening comprehension was also examined, highlighting the importance of enhancing STM capacity in improving listening skills. Additionally, vocabulary knowledge is central to both listening and reading comprehension. The research collectively underscores the importance of targeted strategies and resources to enhance the receptive skills of learners in foreign language contexts. However, individual learner characteristics and prior language experiences may require tailored approaches for effective improvement. While receptive skills are crucial for understanding, some argue that a balanced approach that incorporates both receptive and productive skills may lead to better language outcomes. Although receptive skills are certainly important for comprehension, it can be argued that a more holistic approach to language learning, which includes both receptive and productive skills, may ultimately result in more effective language acquisition. The basic aspects of teaching listening skills involve understanding the cognitive and pedagogical underpinnings of listening comprehension and applying effective strategies, such as top-down and bottom-up processing and a metacognitive approach, to enhance this skill.

Exploring global linguistic nuances: analyzing region-specific inflectional morpheme frequency in ICNALE

This study investigates region-specific inflectional morpheme frequencies within the ICNALE Corpus, exploring significant global linguistic intricacies. Through a quantitative, corpus-based approach, it conducts a comprehensive contrastive analysis, leveraging the extensive accessibility of the online ICNALE. Despite inherent limitations in data collection primarily reliant on interviews and written compositions within the ICNALE Corpus, the study offers illuminating insights into how diverse linguistic backgrounds influence the usage of inflectional morphemes in English. The findings bring to light interesting patterns in possessive usage, reflecting variations among ESL learners in acquiring grammatical features. Additionally, it highlights complexities in acquiring comparative and superlative degrees, aligning with challenges encountered by learners in mastering specific inflections. Analyses of plural noun inflections, subject-verb agreement, past tense, past participle, and present participle usage underscore the multifaceted influences of language background, acquisition stages, and instructional emphasis on learners’ morphological patterns. Future inquiries could further investigate the impact of instructional methodologies on inflectional morpheme acquisition, undertake comparative studies across proficiency levels and age groups, explore morphological transfer from learners’ native languages, and deepen comprehension of cognitive processes guiding effective learning strategies. These endeavors hold promise in refining pedagogical methodologies and enriching language learning experiences for diverse learner cohorts.