Ahmed Masrai
Biographic Data
| ID | 1539965 |
|---|---|
| NAME | Ahmed Masrai |
| GIVEN NAMES | Ahmed |
| FAMILY NAME | Masrai |
| SIGNATURE | MASRAI A |
| AFFILIATIONS | King Abdulaziz Medical City |
| ORCID | 0000-0002-6778-5952 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
An Eye-Tracking Study on the Processing of L2 Collocations
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers
Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there is scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this research base, the current study closely replicates a previous study, Cheng et al. (2022), which measured single‐word ALK, phrasal verb ALK and L2 listening comp…
Second language productive knowledge of collocations
Recent studies suggest that developing L2 receptive knowledge of single words is associated with increased receptive knowledge of collocations. However, no study to date has directly examined the interrelationship between productive word knowledge and productive collocation knowledge. To address this gap, the present study administered a controlled productive word test and a controlled productive collocation test to 27 native English speakers and…
What Predicts Academic Achievement in EMI Courses? Focus on Vocabulary Knowledge and Self-Perceptions of L2 Skills
This study examines the relationship between L2 vocabulary knowledge, self-rating of word knowledge, self-perceptions of four language skills (listening, reading, speaking, and writing), and students’ academic achievement. An objective measure of lexical knowledge and questionnaire on self-perception and self-rating of vocabulary knowledge were administered to 106 undergraduate students in an English as a medium of instruction (EMI) program. The …
The Development and Validation of a Lemma-Based Yes/No Vocabulary Size Test
Vocabulary size measures serve important functions, not only with respect to placing learners at appropriate levels on language courses but also with a view to examining the progress of learners. One of the widely reported formats suitable for these purposes is the Yes/No vocabulary test. The primary aim of this study was to introduce and provide preliminary validity evidence for a lemma-based vocabulary size test (LVST), which has been designed …
Vocabulary knowledge and academic achievement revisited
It is uncontroversial to suggest that in order to be successful in academic study through the medium of English as a Foreign Lanuage, a learner will need a large general vocabulary and knowledge of academically relevant vocabulary, and the latter usually means knowledge of Coxhead’s influential Academic Word List (AWL). However, a large general vocabulary is likely to include all or most words from the AWL, so the contribution of knowledge of the…
Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension
Listening comprehension constitutes a considerable challenge for second language learners, but little is known about the relative contribution of individual differences in distinct factors to listening comprehension. Since research in this area is relatively limited in comparison to that focusing on the relationship between reading comprehension and factors such as vocabulary knowledge and working memory, there is a need for studies that seek to …
Vocabulary and Reading Comprehension Revisited
The association between vocabulary knowledge and reading comprehension has been extensively researched. However, modeling the contribution of vocabulary knowledge within different frequency ranges to second language (L2) learners' reading comprehension is an underexplored area. Thus, the present study examines the degree to which high-, mid-, and low-frequency-based levels of orthographic vocabulary knowledge are able to predict L2 reading compre…
The influence of morphological knowledge on lexical processing and acquisition
Although morphological knowledge has been proposed to enhance second language (L2) vocabulary acquisition, little is known about which morphological process has the greatest impact on lexical acquisition. To address this question, 400 school-learners of English from high schools in Saudi Arabia were presented with a morphological decomposition task of regular and irregular inflection and derivation, and an L2 vocabulary size test. The results ind…
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers
Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there is scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this research base, the current study closely replicates a previous study, Cheng et al. (2022), which measured single‐word ALK, phrasal verb ALK and L2 listening comp…
Vocabulary and Reading Comprehension Revisited
The association between vocabulary knowledge and reading comprehension has been extensively researched. However, modeling the contribution of vocabulary knowledge within different frequency ranges to second language (L2) learners' reading comprehension is an underexplored area. Thus, the present study examines the degree to which high-, mid-, and low-frequency-based levels of orthographic vocabulary knowledge are able to predict L2 reading compre…
An Eye-Tracking Study on the Processing of L2 Collocations
The influence of morphological knowledge on lexical processing and acquisition
Although morphological knowledge has been proposed to enhance second language (L2) vocabulary acquisition, little is known about which morphological process has the greatest impact on lexical acquisition. To address this question, 400 school-learners of English from high schools in Saudi Arabia were presented with a morphological decomposition task of regular and irregular inflection and derivation, and an L2 vocabulary size test. The results ind…
Vocabulary and Reading Comprehension Revisited
The association between vocabulary knowledge and reading comprehension has been extensively researched. However, modeling the contribution of vocabulary knowledge within different frequency ranges to second language (L2) learners' reading comprehension is an underexplored area. Thus, the present study examines the degree to which high-, mid-, and low-frequency-based levels of orthographic vocabulary knowledge are able to predict L2 reading compre…
Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension
Listening comprehension constitutes a considerable challenge for second language learners, but little is known about the relative contribution of individual differences in distinct factors to listening comprehension. Since research in this area is relatively limited in comparison to that focusing on the relationship between reading comprehension and factors such as vocabulary knowledge and working memory, there is a need for studies that seek to …
Vocabulary knowledge and academic achievement revisited
It is uncontroversial to suggest that in order to be successful in academic study through the medium of English as a Foreign Lanuage, a learner will need a large general vocabulary and knowledge of academically relevant vocabulary, and the latter usually means knowledge of Coxhead’s influential Academic Word List (AWL). However, a large general vocabulary is likely to include all or most words from the AWL, so the contribution of knowledge of the…
What Predicts Academic Achievement in EMI Courses? Focus on Vocabulary Knowledge and Self-Perceptions of L2 Skills
This study examines the relationship between L2 vocabulary knowledge, self-rating of word knowledge, self-perceptions of four language skills (listening, reading, speaking, and writing), and students’ academic achievement. An objective measure of lexical knowledge and questionnaire on self-perception and self-rating of vocabulary knowledge were administered to 106 undergraduate students in an English as a medium of instruction (EMI) program. The …
The Development and Validation of a Lemma-Based Yes/No Vocabulary Size Test
Vocabulary size measures serve important functions, not only with respect to placing learners at appropriate levels on language courses but also with a view to examining the progress of learners. One of the widely reported formats suitable for these purposes is the Yes/No vocabulary test. The primary aim of this study was to introduce and provide preliminary validity evidence for a lemma-based vocabulary size test (LVST), which has been designed …
Second language productive knowledge of collocations
Recent studies suggest that developing L2 receptive knowledge of single words is associated with increased receptive knowledge of collocations. However, no study to date has directly examined the interrelationship between productive word knowledge and productive collocation knowledge. To address this gap, the present study administered a controlled productive word test and a controlled productive collocation test to 27 native English speakers and…
An Eye-Tracking Study on the Processing of L2 Collocations
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers
Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there is scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this research base, the current study closely replicates a previous study, Cheng et al. (2022), which measured single‐word ALK, phrasal verb ALK and L2 listening comp…
Linguistics (9 works) · Psychology (9 works) · Second Language Acquisition and Learning (9 works) · Computer Science (6 works) · Vocabulary (6 works) · Artificial Intelligence (5 works) · Arabic (4 works) · Reading and Literacy Development (4 works) · Text Readability and Simplification (4 works) · Active listening (3 works)