Multimedia glosses and second language vocabulary learning: A second-round meta-analysis.

The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence.

Analyses of L2 Learners' Text Writing Strategy: Process-Oriented Perspective.

Second language writing researchers have examined the affordances of Automated Writing Evaluation programs in providing immediate feedback that helps improve students' writing outputs. However, a little is known about tracking learners' process during writing essays and whether much/less pauses made by learners could predict good/poor quality of students' writing output. This article aims to address this issue by recording a case study of 8 postgraduate students' pauses during writing two types of text genre; descriptive and argumentative essays.

Second Language Vocabulary Gains from Listening Versus Reading Comprehension Input: A Comparative Study.

This study aims to investigate the acquisition of vocabulary recognition and vocabulary production in the short-and- long-term via listening and reading comprehension activities using Voice software. Sixty participants were invited to read or listen to two passages in different sessions, that is, three sessions in listening inputs and one session in reading comprehension. The materials in reading comprehension input were converted into audio and given for the students who were assigned to participate in the listening sessions.

The Use of a Reading Lexicon to Aid Contextual Vocabulary Acquisition by EFL Arab Learners.

This article investigates how the use of a deliberate approach of analyzing a given reading may predict differences in CVA effectiveness. Sixty Arab EFL learners were randomly assigned to an experimental group and a control group, thirty participants for each. The experimental group received training in the deliberate Clarke and Nation (System 8:211-220, 1980) CVA technique, whereas the control group were not guided through a training method.