Publicaties

The present study offers a meta-analysis of effectiveness studies on dialogue-based CALL, i.e., systems allowing a learner to practice a second language (L2) by interact- ing with a conversational agent (“bot”). Through a systematic inclusion and exclusion process, screening 419 publications, we identified 17 relevant meta-analyzable studies. We made use of Morris and DeShon’s (2002) formulas to compute comparable effect sizes across designs, ...

This paper reports the results of two experiments which compared the effects of reading-only, reading-while-listening, and reading with textual input enhancement (i.e. underlining) on Vietnamese English as a foreign language (EFL) learners’ learning of three aspects of vocabulary knowledge: form recognition, form recall, and meaning recall. Sixty Vietnamese EFL learners (32 beginner and 28 intermediate learners) were assigned to one of three ...

Previous research has suggested that Event-Related Potentials (ERPs) can index form-, meaning-, and use-related aspects of the second language (L2) vocabulary knowledge, through, respectively, a lexical decision task (LDT, targeting N400), a semantic relatedness task (SEMREL, targeting N400), and a grammatical judgment task (GJT, targeting P600/AN). Yet, those findings were established in the context of either laboratory-based or longitudinal ...

This chapter provides an overview of contemporary research into formulaic sequences (FSs) in L2 speech. We start with a working definition of FSs with examples, followed by a discussion on the history of research and teaching FSs, and descriptions of both early and recent publications to shed light on different stages of development of these areas. We then elaborate on the critical issues under investigation to date, namely the pervasiveness of ...

Despite empirical evidence from research showing that the use of text-picture combination is beneficial for second language (L2) learning, little is known about the effectiveness of reading comic books for incidental vocabulary acquisition. This study sets out to investigate the effects of engaging with comic books on incidental learning of L2 Italian vocabulary. Using a pretest-posttest design, we collected data from 35 Iranian learners of ...

This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In nine weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading ...

Dialogue systems allow a user to interact, orally or in writing, with an automated interlocutor, whether it is referred to as a chatbot, a robot, a conversational agent or an intelligent personal assistant. We discuss the different typologies of dialogue-based computer-assisted language learning (CALL), the natural language processing (NLP) technology operating those systems, and the issues of their instructional design. We review the scientific ...

There is great consensus that second language (L2) learning is hard to take place without some sort of input (Gass, 1999) and opportunities for output production (Swain, 2005). Despite an extensive body of empirical studies exploring the impact of various types of input (see Webb, 2020) or output tasks (see Plonsky & Kim, 2016) on L2 learning, little research has looked into the effects of input and output tasks on different aspects of ...

The present study examined the effects of input, input repetition and individual differences (i.e., prior vocabulary knowledge and working memory) on L2 learners’ incidental lexical mining in an immediate and a repeat oral task. Ninety participants were allocated to three groups: input (n = 32), input repetition (n = 29), and no input (n = 29). The input group was exposed to input before performing an immediate oral task, whereas the input ...