Suhad Sonbul
Biographic Data
| ID | 1692528 |
|---|---|
| NAME | Suhad Sonbul |
| GIVEN NAMES | Suhad |
| FAMILY NAME | Sonbul |
| SIGNATURE | SONBUL S |
| AFFILIATIONS | Umm al-Qura University |
| ORCID | 0000-0001-5517-3521 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Approaches to Teaching Second Language Words
Developing a large vocabulary repertoire can be a challenging task for second language (L2) learners, and this may explain learners' struggle in receptive and productive tasks. The aim of the present entry is to provide language teachers with useful activities and techniques that can be employed inside and outside the classroom to help learners expand their L2 vocabulary knowledge. The discussion is centered around Nation's four‐strand vocabulary…
Learning binomials from context
Research on how non-natives process and learn binomials ( black and white ) is limited. The present study addresses this gap using online (eye-tracking) and offline (familiarity rating) tasks. Sixty non-native speakers of English (L1 = Arabic) read six stories seeded with 21 novel binomials in three conditions: one exposure, six exposures, and no exposure (i.e., only in post-test) in a counter-balanced design. Each item was also presented in the …
Which factors predict teachers’ evaluation of the difficulty and usefulness of phrasal verbs in L2 contexts
Research examining teachers’ cognition of lexical items has flourished in the past few years. However, most of these studies focused on individual words rather than formulaic sequences. The present study aims to fill this gap through eliciting teachers’ evaluation of one type of formulaic sequences: phrasal verbs (PVs). The aim is to examine factors (frequency, opacity, and learners’ receptive and productive knowledge) that might predict teachers…
Tracking development in the translation of formulaic sequences
Research examining the translation of formulaic sequences (FSs) is scarce. Moreover, the few available studies in this area are experimental, which does not allow for a deeper understanding of the stages of translation skill development. The present study aims to fill this gap by employing a case study approach, whereby two multilingual speakers are followed for three months as they improve their consciousness and rendering of FSs from one of the…
Factors influencing the acceptance and use of ChatGPT among English as a foreign language learners in Saudi Arabia
With accelerating advancements in artificial intelligence (AI) technologies, which have provided new possibilities for language learning and teaching, this study explored the factors influencing the use of a popular AI tool, ChatGPT, for English language learning among post-secondary students in Saudi Arabia. A technology acceptance model (TAM) questionnaire was administered, which yielded 184 responses (31 males, and 153 females). The results re…
The vocabulary learning strategies of multilinguals
How Cold Are Your “Cold Feet”? The Effect of Context and Level of Training on the Translation of Idioms
Research on the translation of idioms is scarce. The present study aims to examine how translation trainees render figurative idioms. A total of 131 translation trainees were recruited from two universities in Saudi to represent two levels of training (novice vs. advanced). The participants were administered a translation task involving 18 idioms (e.g., “cold feet”, “old hat”, “fat cat”) and were instructed to translate them from English to Arabi…
The processing of multi-word expressions
Multi-word expressions (MWEs) are fixed, conventional strings of language (e.g. idioms, collocations, binomials, proverbs) which have been found to be widespread in language use. Research has shown that MWEs exhibit an online processing advantage over control phrases by first language (L1) and second language (L2) speakers. While this line of research has helped us better understand the nature of MWEs and factors that may influence their processi…
The Effect of Equal Versus Expanding Spacing Practice on the Deliberate Learning of L2 Collocations
Research comparing equal and expanding spacing schedules in relation to L2 single words is limited. Moreover, none of the existing studies has examined the learning of formulaic language. The current study aims to address this gap by investigating the impact of equal and expanding intervals on the long‐term retention of L2 collocations in deliberate learning contexts. Eighty‐three university learners of English (L1 Arabic) participated in the stu…
Investigating optimal spacing schedules for incidental acquisition of L2 collocations
Research investigating lag effects in second language (L2) collocation learning is very limited. To date, no intervention study has examined the relationship between intersession intervals (ISIs) and retention intervals (RIs) in relation to incidental acquisition of collocations. To fill this gap, the current study collected data from two groups of students in Saudi Arabia (Experiment 1, n = 73; Experiment 2, n = 69), using a pretest-treatment-de…
Differential emotional expression in autobiographical narratives
Aims and Objectives: This study aimed to examine how bilinguals express their emotions in their first language (L1) versus their second language (L2) in autobiographical narratives. Methodology: A total of 64 Egyptian learners of English as a foreign language (EFL) took an English language proficiency test, and wrote about the happiest or saddest experiences they recalled in Arabic and in English. Data and Analysis: The narratives were analysed f…
Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA)
Vocabulary learning strategies (VLSs) are one of the key variables that allow researchers to understand learners’ success in second language (L2) learning. Different questionnaires are available to examine L2 learners' use of VLSs, but most of them suffered from problems while gathering sufficient statistical evidence. The present study sought to replicate the construct validity of the VLS questionnaire from a different statistical perspective. P…
ALR2023 Symposium
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
An Eye-Tracking Study on the Processing of L2 Collocations
“Bread and butter” or “butter and bread”? Nonnatives’ processing of novel lexical patterns in context
Little is known about how nonnative speakers process novel language patterns in the input they encounter. The present study examines whether nonnatives develop a sensitivity to novel binomials and their ordering preference from context. Thirty-nine nonnative speakers of English (L1 Arabic) read three short stories seeded with existing binomials ( black and white ) and novel ones ( bags and coats ) while their eye movements were monitored. The exi…
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…
Rendering natural collocations in a translation task
Second language (L2) research has extensively examined various factors that might influence the processing and learning of collocations, including congruency, semantic transparency, L2 proficiency, and (to a limited extent) directionality. However, research examining the effect of these factors on the natural rendering of collocations by translation trainees is scarce. The present study aims to apply the factors identified in L2 research in a nat…
How Do Foreign Language Learners Process L2 Emotion Words in Silent Reading? An Eye-Tracking Study
The current study aimed to examine the processing of emotion words in L2 silent reading. We conducted two experiments in which Arab learners of English as a foreign language (EFL) read short English sentences in which target words were embedded. The participants' eye movements were recorded and analyzed. The results of Experiment 1, which compared the processing of emotionally positive versus neutral words by 44 participants, did not reveal any s…
Learning phrasal verbs in the EFL classroom
Although it is widely acknowledged that phrasal verbs constitute a major difficulty for language learners, only a few studies have examined how to best learn phrasal verbs in the EFL context. With the aim of addressing this gap in the literature, the current study compared the influence of different learning conditions on phrasal verb knowledge development. The 77 EFL participants were divided into two experimental groups (incidental learning vs.…
Examining teachers' awareness of effective vocabulary instructional practices
Vocabulary‐learning activities are predominant in the English language classroom. Research examining teachers' awareness of effective vocabulary instructional practices is limited. The current mixed‐methods study (explanatory sequential design) aims to elicit responses from schoolteachers and college‐level teachers in the Saudi English‐as‐a‐foreign‐language (EFL) context to evaluate their implementation of the Technique Feature Analysis criteria.…
The effect of spacing on incidental and deliberate learning of L2 collocations
Previous studies investigating the effects of spacing on vocabulary learning have primarily focused on single words. There is limited research on how distributed practice affects the learning of the phrasal lexicon. The present study addresses this gap by focusing on collocations. In a pretest-treatment-delayed-posttest design, two controlled quasi-experiments (N = 55 and N = 50) were conducted in order to evaluate two spacing schedules, spaced v…
Research on the on-line processing of collocation
Research employing psycholinguistic techniques to assess the on-line processing of collocation by native and non-native speakers has flourished in the past few years. This line of research aims (among other things) at exploring actual performance in real time as opposed to the traditional paper-and-pencil testing techniques that have been extensively employed in collocation research. The present paper reviews some of the pertinent research on the…
Productive versus receptive L2 knowledge of polysemous phrasal verbs
Formulaic Language and Collocation
It is now widely accepted that vocabulary has a strong tendency to occur in multiple word combinations rather than in single words held by grammar rules. Formulaic language is very widespread in language use, in both written and spoken modes. Research shows that the two modes contain more than half of formulaic sequences. Similarly, it has been suggested that formulaic sequences make up from one third to a half of our language. Also, unsurprising…
Explicit and Implicit Lexical Knowledge
To date, there has been little empirical research exploring the relationship between implicit and explicit lexical knowledge (of collocations). As a first step in addressing this gap, two laboratory experiments were conducted that evaluate different conditions (enriched, enhanced, and decontextualized) under which both adult native speakers (Experiment 1) and advanced nonnative speakers of English (Experiment 2) acquire collocations. Three differ…
Explicit and Implicit Lexical Knowledge
To date, there has been little empirical research exploring the relationship between implicit and explicit lexical knowledge (of collocations). As a first step in addressing this gap, two laboratory experiments were conducted that evaluate different conditions (enriched, enhanced, and decontextualized) under which both adult native speakers (Experiment 1) and advanced nonnative speakers of English (Experiment 2) acquire collocations. Three differ…
The effect of spacing on incidental and deliberate learning of L2 collocations
Previous studies investigating the effects of spacing on vocabulary learning have primarily focused on single words. There is limited research on how distributed practice affects the learning of the phrasal lexicon. The present study addresses this gap by focusing on collocations. In a pretest-treatment-delayed-posttest design, two controlled quasi-experiments (N = 55 and N = 50) were conducted in order to evaluate two spacing schedules, spaced v…
Research on the on-line processing of collocation
Research employing psycholinguistic techniques to assess the on-line processing of collocation by native and non-native speakers has flourished in the past few years. This line of research aims (among other things) at exploring actual performance in real time as opposed to the traditional paper-and-pencil testing techniques that have been extensively employed in collocation research. The present paper reviews some of the pertinent research on the…
Investigating optimal spacing schedules for incidental acquisition of L2 collocations
Research investigating lag effects in second language (L2) collocation learning is very limited. To date, no intervention study has examined the relationship between intersession intervals (ISIs) and retention intervals (RIs) in relation to incidental acquisition of collocations. To fill this gap, the current study collected data from two groups of students in Saudi Arabia (Experiment 1, n = 73; Experiment 2, n = 69), using a pretest-treatment-de…
Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA)
Vocabulary learning strategies (VLSs) are one of the key variables that allow researchers to understand learners’ success in second language (L2) learning. Different questionnaires are available to examine L2 learners' use of VLSs, but most of them suffered from problems while gathering sufficient statistical evidence. The present study sought to replicate the construct validity of the VLS questionnaire from a different statistical perspective. P…
An Eye-Tracking Study on the Processing of L2 Collocations
Rendering natural collocations in a translation task
Second language (L2) research has extensively examined various factors that might influence the processing and learning of collocations, including congruency, semantic transparency, L2 proficiency, and (to a limited extent) directionality. However, research examining the effect of these factors on the natural rendering of collocations by translation trainees is scarce. The present study aims to apply the factors identified in L2 research in a nat…
How Do Foreign Language Learners Process L2 Emotion Words in Silent Reading? An Eye-Tracking Study
The current study aimed to examine the processing of emotion words in L2 silent reading. We conducted two experiments in which Arab learners of English as a foreign language (EFL) read short English sentences in which target words were embedded. The participants' eye movements were recorded and analyzed. The results of Experiment 1, which compared the processing of emotionally positive versus neutral words by 44 participants, did not reveal any s…
Examining teachers' awareness of effective vocabulary instructional practices
Vocabulary‐learning activities are predominant in the English language classroom. Research examining teachers' awareness of effective vocabulary instructional practices is limited. The current mixed‐methods study (explanatory sequential design) aims to elicit responses from schoolteachers and college‐level teachers in the Saudi English‐as‐a‐foreign‐language (EFL) context to evaluate their implementation of the Technique Feature Analysis criteria.…
Explicit and Implicit Lexical Knowledge
To date, there has been little empirical research exploring the relationship between implicit and explicit lexical knowledge (of collocations). As a first step in addressing this gap, two laboratory experiments were conducted that evaluate different conditions (enriched, enhanced, and decontextualized) under which both adult native speakers (Experiment 1) and advanced nonnative speakers of English (Experiment 2) acquire collocations. Three differ…
Formulaic Language and Collocation
It is now widely accepted that vocabulary has a strong tendency to occur in multiple word combinations rather than in single words held by grammar rules. Formulaic language is very widespread in language use, in both written and spoken modes. Research shows that the two modes contain more than half of formulaic sequences. Similarly, it has been suggested that formulaic sequences make up from one third to a half of our language. Also, unsurprising…
Productive versus receptive L2 knowledge of polysemous phrasal verbs
The effect of spacing on incidental and deliberate learning of L2 collocations
Previous studies investigating the effects of spacing on vocabulary learning have primarily focused on single words. There is limited research on how distributed practice affects the learning of the phrasal lexicon. The present study addresses this gap by focusing on collocations. In a pretest-treatment-delayed-posttest design, two controlled quasi-experiments (N = 55 and N = 50) were conducted in order to evaluate two spacing schedules, spaced v…
Research on the on-line processing of collocation
Research employing psycholinguistic techniques to assess the on-line processing of collocation by native and non-native speakers has flourished in the past few years. This line of research aims (among other things) at exploring actual performance in real time as opposed to the traditional paper-and-pencil testing techniques that have been extensively employed in collocation research. The present paper reviews some of the pertinent research on the…
Learning phrasal verbs in the EFL classroom
Although it is widely acknowledged that phrasal verbs constitute a major difficulty for language learners, only a few studies have examined how to best learn phrasal verbs in the EFL context. With the aim of addressing this gap in the literature, the current study compared the influence of different learning conditions on phrasal verb knowledge development. The 77 EFL participants were divided into two experimental groups (incidental learning vs.…
Examining teachers' awareness of effective vocabulary instructional practices
Vocabulary‐learning activities are predominant in the English language classroom. Research examining teachers' awareness of effective vocabulary instructional practices is limited. The current mixed‐methods study (explanatory sequential design) aims to elicit responses from schoolteachers and college‐level teachers in the Saudi English‐as‐a‐foreign‐language (EFL) context to evaluate their implementation of the Technique Feature Analysis criteria.…
“Bread and butter” or “butter and bread”? Nonnatives’ processing of novel lexical patterns in context
Little is known about how nonnative speakers process novel language patterns in the input they encounter. The present study examines whether nonnatives develop a sensitivity to novel binomials and their ordering preference from context. Thirty-nine nonnative speakers of English (L1 Arabic) read three short stories seeded with existing binomials ( black and white ) and novel ones ( bags and coats ) while their eye movements were monitored. The exi…
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…
Rendering natural collocations in a translation task
Second language (L2) research has extensively examined various factors that might influence the processing and learning of collocations, including congruency, semantic transparency, L2 proficiency, and (to a limited extent) directionality. However, research examining the effect of these factors on the natural rendering of collocations by translation trainees is scarce. The present study aims to apply the factors identified in L2 research in a nat…
How Do Foreign Language Learners Process L2 Emotion Words in Silent Reading? An Eye-Tracking Study
The current study aimed to examine the processing of emotion words in L2 silent reading. We conducted two experiments in which Arab learners of English as a foreign language (EFL) read short English sentences in which target words were embedded. The participants' eye movements were recorded and analyzed. The results of Experiment 1, which compared the processing of emotionally positive versus neutral words by 44 participants, did not reveal any s…
Differential emotional expression in autobiographical narratives
Aims and Objectives: This study aimed to examine how bilinguals express their emotions in their first language (L1) versus their second language (L2) in autobiographical narratives. Methodology: A total of 64 Egyptian learners of English as a foreign language (EFL) took an English language proficiency test, and wrote about the happiest or saddest experiences they recalled in Arabic and in English. Data and Analysis: The narratives were analysed f…
Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA)
Vocabulary learning strategies (VLSs) are one of the key variables that allow researchers to understand learners’ success in second language (L2) learning. Different questionnaires are available to examine L2 learners' use of VLSs, but most of them suffered from problems while gathering sufficient statistical evidence. The present study sought to replicate the construct validity of the VLS questionnaire from a different statistical perspective. P…
ALR2023 Symposium
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
An Eye-Tracking Study on the Processing of L2 Collocations
Tracking development in the translation of formulaic sequences
Research examining the translation of formulaic sequences (FSs) is scarce. Moreover, the few available studies in this area are experimental, which does not allow for a deeper understanding of the stages of translation skill development. The present study aims to fill this gap by employing a case study approach, whereby two multilingual speakers are followed for three months as they improve their consciousness and rendering of FSs from one of the…
Factors influencing the acceptance and use of ChatGPT among English as a foreign language learners in Saudi Arabia
With accelerating advancements in artificial intelligence (AI) technologies, which have provided new possibilities for language learning and teaching, this study explored the factors influencing the use of a popular AI tool, ChatGPT, for English language learning among post-secondary students in Saudi Arabia. A technology acceptance model (TAM) questionnaire was administered, which yielded 184 responses (31 males, and 153 females). The results re…
The vocabulary learning strategies of multilinguals
How Cold Are Your “Cold Feet”? The Effect of Context and Level of Training on the Translation of Idioms
Research on the translation of idioms is scarce. The present study aims to examine how translation trainees render figurative idioms. A total of 131 translation trainees were recruited from two universities in Saudi to represent two levels of training (novice vs. advanced). The participants were administered a translation task involving 18 idioms (e.g., “cold feet”, “old hat”, “fat cat”) and were instructed to translate them from English to Arabi…
The processing of multi-word expressions
Multi-word expressions (MWEs) are fixed, conventional strings of language (e.g. idioms, collocations, binomials, proverbs) which have been found to be widespread in language use. Research has shown that MWEs exhibit an online processing advantage over control phrases by first language (L1) and second language (L2) speakers. While this line of research has helped us better understand the nature of MWEs and factors that may influence their processi…
The Effect of Equal Versus Expanding Spacing Practice on the Deliberate Learning of L2 Collocations
Research comparing equal and expanding spacing schedules in relation to L2 single words is limited. Moreover, none of the existing studies has examined the learning of formulaic language. The current study aims to address this gap by investigating the impact of equal and expanding intervals on the long‐term retention of L2 collocations in deliberate learning contexts. Eighty‐three university learners of English (L1 Arabic) participated in the stu…
Investigating optimal spacing schedules for incidental acquisition of L2 collocations
Research investigating lag effects in second language (L2) collocation learning is very limited. To date, no intervention study has examined the relationship between intersession intervals (ISIs) and retention intervals (RIs) in relation to incidental acquisition of collocations. To fill this gap, the current study collected data from two groups of students in Saudi Arabia (Experiment 1, n = 73; Experiment 2, n = 69), using a pretest-treatment-de…
Approaches to Teaching Second Language Words
Developing a large vocabulary repertoire can be a challenging task for second language (L2) learners, and this may explain learners' struggle in receptive and productive tasks. The aim of the present entry is to provide language teachers with useful activities and techniques that can be employed inside and outside the classroom to help learners expand their L2 vocabulary knowledge. The discussion is centered around Nation's four‐strand vocabulary…
Learning binomials from context
Research on how non-natives process and learn binomials ( black and white ) is limited. The present study addresses this gap using online (eye-tracking) and offline (familiarity rating) tasks. Sixty non-native speakers of English (L1 = Arabic) read six stories seeded with 21 novel binomials in three conditions: one exposure, six exposures, and no exposure (i.e., only in post-test) in a counter-balanced design. Each item was also presented in the …
Which factors predict teachers’ evaluation of the difficulty and usefulness of phrasal verbs in L2 contexts
Research examining teachers’ cognition of lexical items has flourished in the past few years. However, most of these studies focused on individual words rather than formulaic sequences. The present study aims to fill this gap through eliciting teachers’ evaluation of one type of formulaic sequences: phrasal verbs (PVs). The aim is to examine factors (frequency, opacity, and learners’ receptive and productive knowledge) that might predict teachers…
Linguistics (23 works) · Psychology (20 works) · Second Language Acquisition and Learning (20 works) · Computer Science (17 works) · Natural language processing (9 works) · Natural Language Processing Techniques (9 works) · Artificial Intelligence (8 works) · Philosophy (8 works) · EFL/ESL Teaching and Learning (7 works) · Vocabulary (7 works)