Yuichi Suzuki
Biographic Data
| ID | 3843775 |
|---|---|
| NAME | Yuichi Suzuki |
| GIVEN NAMES | Yuichi |
| FAMILY NAME | Suzuki |
| SIGNATURE | SUZUKI Y |
| AFFILIATIONS | Kanagawa University |
| ORCID | 0000-0002-1197-0315 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 65 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Explicit Knowledge and Skill Acquisition in Second Language Learning
Explicit knowledge is defined as the conscious awareness of the linguistic system. Its pivotal role is examined in relation to the development of knowledge and skills in a second language (L2). Rooted in cognitive science, skill acquisition theory provides a framework for analyzing the explicit learning process, encompassing deliberate practice, noticing, and hypothesis testing. This theory posits that learners transition from declarative knowled…
Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction
BACKGROUND: University students around the world learn English as a foreign language (EFL) as it is considered vital for their post-education opportunities locally and internationally. Optimising English language learning in EFL classrooms at the university is thus important. AIM: This study examined the roles of classroom support (teacher-to-class support, self-to-class support and peer-to-class support) and psychological needs satisfaction in J…
Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom
This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or task‐only condition, in which the first group received a list of collocations, whereas the second did not…
L1 and L2 use in pre-task planning and task repetition: The role of proficiency
This is an investigation of the interplay between collaborative pre-task planning language, task repetition, and L2 proficiency in oral narrative task performance. A total of 128 EFL learners engaged in paired collaborative planning under one of four conditions: L1, L2, combined L1–L2, and no planning. Subsequently, each participant individually completed an oral narrative task four times. Task performance was analyzed for utterance fluency, and …
Timing matters for interactive task-based learning: Effects of vocabulary practice on learning multiword expressions and neural synchronization
To investigate the effects of vocabulary practice timing on lexical learning and neural processing during communication tasks, we engaged 80 Japanese learners of English (40 pairs) in information-gap tasks with vocabulary practice in the pre-task or post-task phase. Learning of verb-noun combinations was orally assessed through translation and narrative tasks one week later. To quantify neural coupling between participants during task-based inter…
Research timeline: Automatization in second language learning
Automatization is the learning process by which controlled, effortful second language (L2) processing becomes automatic, fast, and effortless through practice – a critical transition for L2 development. Achieving automaticity allows learners to progress from laborious language use to fluent, real-time communication by freeing limited cognitive resources. This research timeline synthesizes four decades of laboratory and classroom research on autom…
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy
One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquis…
An fMRI validation study of the word-monitoring task as a measure of implicit knowledge: Exploring the role of explicit and implicit aptitudes in behavioral and neural processing
In this study, neural representation of adult second language (L2) speakers’ implicit grammatical knowledge was investigated. Advanced L2 speakers of Japanese living in Japan, as well as L1 Japanese speakers, performed a word-monitoring task (proposed as an implicit knowledge test) in the MRI scanner. Behavioral measures were obtained from aptitude tests for explicit (language analytic ability) and implicit (statistical learning ability) learning…
How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment
While task repetition is effective for improving oral fluency, some teachers are reluctant to use it in their classrooms due to the alleged negative perceptions of learners toward repetitive practice. To address this concern, the participants in the current study completed a posttask questionnaire probing their perceptions toward task repetition practice, focusing on metacognitive judgment (i.e., the number of task repetitions considered effectiv…
Distribution of grammar learning through writing tasks: A potential role of proficiency
The present study examines the optimal schedule of second language (L2) grammar practice. Fifty‐four English‐as‐a‐foreign language learners practiced using hypothetical conditionals through written production‐based dictogloss tasks, accompanied by an explicit grammatical explanation, in three learning sessions over several weeks. Learners in the longer spaced group engaged in dictogloss tasks at intervals of 7 days (Day 1, 8, and 15), while those…
Costs and Benefits of Spacing for Second Language Vocabulary Learning: Does Relearning Override the Positive and Negative Effects of Spacing
Research has suggested that long spacing (i.e., temporal intervals) within a training session facilitates second language vocabulary learning. Studies, however, have been limited to treatment that involved sessions for only initial learning but not subsequent relearning. Furthermore, most studies have investigated only the benefits of spacing without considering its potential costs (i.e., increased duration of the treatment). In our study, we exa…
Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for
Extending the paradigm in L1 acquisition, scholars have begun to investigate whether participants’ domain-general ability to represent, encode, and integrate spectral and temporal dimensions of sounds (i.e., auditory processing) could be a potential determinant of the outcomes of post-pubertal L2 speech learning. The current study set out to test the hypothesis that auditory processing makes a unique contribution to L2 speech acquisition, for 70 …
Lexical Competence Underlying Second Language Word Association Tasks: Examining the Construct Validity of Response Type and Response Time Measures
This study investigated the constructs underlying second language (L2) word association (WA) with regard to three dimensions of lexical competence—size, organization, and accessibility—and the lexical performance of speech. One-hundred and thirteen Japanese learners of English completed a computer-delivered oral WA task along with three vocabulary tasks: a form-recall gap-filling task (size), a primed lexical decision task (organization and acces…
Massed Task Repetition Is a Double-Edged Sword for Fluency Development: An Efl Classroom Study
To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (l…
Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective
In this task‐repetition intervention study, L2 learners’ reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English‐as‐a‐foreign‐language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A‐A‐A, Day 2: B‐B‐B, Day 3: C‐C‐C) versus interleaved…
Probing the Construct Validity of Llama_d as a Measure of Implicit Learning Aptitude: Incidental Instructions, Confidence Ratings, and Reaction Time
A subtest of the LLAMA test battery (LLAMA_D) has been proposed as a potential test of implicit learning aptitude. To improve its construct validity, in the present study, the original LLAMA_D (a) instructions for incidental learning were modified, and (b) confidence ratings of test responses and (c) reaction time (RT) measurements were added. This revised LLAMA_D was administered along with the other LLAMA subtests (LLAMA-B, -E, and -F). Unconsc…
Prevalence of autism spectrum disorder and autistic traits in children with anorexia nervosa and avoidant/restrictive food intake disorder
BACKGROUND: Autism spectrum disorder (ASD) and feeding and eating disorders (FEDs) such as anorexia nervosa (AN) are strongly linked as evidenced by frequent comorbidity and overlapping traits. However, eating and social behaviors are shaped by culture, so it is critical to examine these associations in different populations. Moreover, FEDs are heterogeneous, and there has been no examination of autistic traits in avoidant/restrictive food intake…
Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition
In an exploration of the effects of task-repetition practice on fluency development, English-as-a-foreign language learners performed three oral narrative tasks involving six-frame cartoons for 3 consecutive days. They engaged in task-repetition practice under either a blocked (Day 1: A-A-A; Day 2: B-B-B; Day 3: C-C-C) or an interleaved (Day 1: A-B-C; Day 2: A-B-C; Day 3: A-B-C) task repetition schedule. The results yielded by a posttest involvin…
The Relative Significance of Syntactic Knowledge and Vocabulary Knowledge in Second Language Listening Ability
The main purpose of the current study was to examine the relative significance of vocabulary knowledge (VK) and syntactic knowledge (SK) in second language (L2) listening ability, while accounting for the effect of several cognitive and affective factors. A total of 263 English-as-a-foreign-language learners took a standardized listening test (IELTS), as well as a battery of nine linguistic (two aural SK tests and two aural VK tests—covering both…
Empirical Feasibility of the Desirable Difficulty Framework: Toward More Systematic Research on L2 Practice for Broader Pedagogical Implications
In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims at addressing them. First, we introduce two recent studies to illustrate the importance of expounding on …
Validation of a childhood eating disorder outcome scale
We developed and validated a childhood eating disorder outcome scale based on outcomes associated with body mass index standard deviation score (BMI-SDS). This prospective observational study included 131 children with eating disorders (aged 5–15 years). Participants’ outcomes scales were completed at the first visit and at 1, 3, 6, and 12 months. The scale evaluated 12 outcomes: body weight change (BW), eating attitude (EA), fear of being fat (F…
The Optimal Distribution of Practice for the Acquisition of L2 Morphology: A Conceptual Replication and Extension
This study examined optimal learning schedules for second language (L2) acquisition of a morphological structure. Sixty participants studied the simple and complex morphological rules of a novel miniature language system so as to use them for oral production. They engaged in four training sessions in either shorter spaced (3.3-day interval) or longer spaced (7-day interval) learning conditions. From the beginning of the third training session, th…
The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes
Recent research has called for the use of fine-grained measures that distinguish implicit knowledge from automatized explicit knowledge. In the current study, such measures were used to determine how the two systems interact in a naturalistic second language (L2) acquisition context. One hundred advanced L2 speakers of Japanese living in Japan were assessed using tests of automatized explicit knowledge and implicit knowledge, along with tests of …
Self-assessment of Japanese as a second language: The role of experiences in the naturalistic acquisition
Self-assessment has been used to assess second language proficiency; however, as sources of measurement errors vary, they may threaten the validity and reliability of the tools. The present paper investigated the role of experiences in using Japanese as a second language in the naturalistic acquisition context on the accuracy of the self-assessment. Results revealed that experiential factors played a significant role in the measurement errors int…
Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge
The present study challenges the validity of elicited imitation (EI) as a measure for implicit knowledge, investigating to what extent online error detection and subsequent sentence repetition draw on implicit knowledge. To assess online detection during listening, a word monitoring component was built into an EI task. Advanced-level Japanese L2 speakers with Chinese as their native language performed the EI task with the built-in word monitoring…
The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes
Recent research has called for the use of fine-grained measures that distinguish implicit knowledge from automatized explicit knowledge. In the current study, such measures were used to determine how the two systems interact in a naturalistic second language (L2) acquisition context. One hundred advanced L2 speakers of Japanese living in Japan were assessed using tests of automatized explicit knowledge and implicit knowledge, along with tests of …
Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge
The present study challenges the validity of elicited imitation (EI) as a measure for implicit knowledge, investigating to what extent online error detection and subsequent sentence repetition draw on implicit knowledge. To assess online detection during listening, a word monitoring component was built into an EI task. Advanced-level Japanese L2 speakers with Chinese as their native language performed the EI task with the built-in word monitoring…
The Optimal Distribution of Practice for the Acquisition of L2 Morphology: A Conceptual Replication and Extension
This study examined optimal learning schedules for second language (L2) acquisition of a morphological structure. Sixty participants studied the simple and complex morphological rules of a novel miniature language system so as to use them for oral production. They engaged in four training sessions in either shorter spaced (3.3-day interval) or longer spaced (7-day interval) learning conditions. From the beginning of the third training session, th…
Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition
In an exploration of the effects of task-repetition practice on fluency development, English-as-a-foreign language learners performed three oral narrative tasks involving six-frame cartoons for 3 consecutive days. They engaged in task-repetition practice under either a blocked (Day 1: A-A-A; Day 2: B-B-B; Day 3: C-C-C) or an interleaved (Day 1: A-B-C; Day 2: A-B-C; Day 3: A-B-C) task repetition schedule. The results yielded by a posttest involvin…
Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective
In this task‐repetition intervention study, L2 learners’ reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English‐as‐a‐foreign‐language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A‐A‐A, Day 2: B‐B‐B, Day 3: C‐C‐C) versus interleaved…
Costs and Benefits of Spacing for Second Language Vocabulary Learning: Does Relearning Override the Positive and Negative Effects of Spacing
Research has suggested that long spacing (i.e., temporal intervals) within a training session facilitates second language vocabulary learning. Studies, however, have been limited to treatment that involved sessions for only initial learning but not subsequent relearning. Furthermore, most studies have investigated only the benefits of spacing without considering its potential costs (i.e., increased duration of the treatment). In our study, we exa…
Self-assessment of Japanese as a second language: The role of experiences in the naturalistic acquisition
Self-assessment has been used to assess second language proficiency; however, as sources of measurement errors vary, they may threaten the validity and reliability of the tools. The present paper investigated the role of experiences in using Japanese as a second language in the naturalistic acquisition context on the accuracy of the self-assessment. Results revealed that experiential factors played a significant role in the measurement errors int…
Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge
The present study challenges the validity of elicited imitation (EI) as a measure for implicit knowledge, investigating to what extent online error detection and subsequent sentence repetition draw on implicit knowledge. To assess online detection during listening, a word monitoring component was built into an EI task. Advanced-level Japanese L2 speakers with Chinese as their native language performed the EI task with the built-in word monitoring…
The Optimal Distribution of Practice for the Acquisition of L2 Morphology: A Conceptual Replication and Extension
This study examined optimal learning schedules for second language (L2) acquisition of a morphological structure. Sixty participants studied the simple and complex morphological rules of a novel miniature language system so as to use them for oral production. They engaged in four training sessions in either shorter spaced (3.3-day interval) or longer spaced (7-day interval) learning conditions. From the beginning of the third training session, th…
The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes
Recent research has called for the use of fine-grained measures that distinguish implicit knowledge from automatized explicit knowledge. In the current study, such measures were used to determine how the two systems interact in a naturalistic second language (L2) acquisition context. One hundred advanced L2 speakers of Japanese living in Japan were assessed using tests of automatized explicit knowledge and implicit knowledge, along with tests of …
Validation of a childhood eating disorder outcome scale
We developed and validated a childhood eating disorder outcome scale based on outcomes associated with body mass index standard deviation score (BMI-SDS). This prospective observational study included 131 children with eating disorders (aged 5–15 years). Participants’ outcomes scales were completed at the first visit and at 1, 3, 6, and 12 months. The scale evaluated 12 outcomes: body weight change (BW), eating attitude (EA), fear of being fat (F…
The Relative Significance of Syntactic Knowledge and Vocabulary Knowledge in Second Language Listening Ability
The main purpose of the current study was to examine the relative significance of vocabulary knowledge (VK) and syntactic knowledge (SK) in second language (L2) listening ability, while accounting for the effect of several cognitive and affective factors. A total of 263 English-as-a-foreign-language learners took a standardized listening test (IELTS), as well as a battery of nine linguistic (two aural SK tests and two aural VK tests—covering both…
Empirical Feasibility of the Desirable Difficulty Framework: Toward More Systematic Research on L2 Practice for Broader Pedagogical Implications
In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims at addressing them. First, we introduce two recent studies to illustrate the importance of expounding on …
Probing the Construct Validity of Llama_d as a Measure of Implicit Learning Aptitude: Incidental Instructions, Confidence Ratings, and Reaction Time
A subtest of the LLAMA test battery (LLAMA_D) has been proposed as a potential test of implicit learning aptitude. To improve its construct validity, in the present study, the original LLAMA_D (a) instructions for incidental learning were modified, and (b) confidence ratings of test responses and (c) reaction time (RT) measurements were added. This revised LLAMA_D was administered along with the other LLAMA subtests (LLAMA-B, -E, and -F). Unconsc…
Prevalence of autism spectrum disorder and autistic traits in children with anorexia nervosa and avoidant/restrictive food intake disorder
BACKGROUND: Autism spectrum disorder (ASD) and feeding and eating disorders (FEDs) such as anorexia nervosa (AN) are strongly linked as evidenced by frequent comorbidity and overlapping traits. However, eating and social behaviors are shaped by culture, so it is critical to examine these associations in different populations. Moreover, FEDs are heterogeneous, and there has been no examination of autistic traits in avoidant/restrictive food intake…
Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition
In an exploration of the effects of task-repetition practice on fluency development, English-as-a-foreign language learners performed three oral narrative tasks involving six-frame cartoons for 3 consecutive days. They engaged in task-repetition practice under either a blocked (Day 1: A-A-A; Day 2: B-B-B; Day 3: C-C-C) or an interleaved (Day 1: A-B-C; Day 2: A-B-C; Day 3: A-B-C) task repetition schedule. The results yielded by a posttest involvin…
Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for
Extending the paradigm in L1 acquisition, scholars have begun to investigate whether participants’ domain-general ability to represent, encode, and integrate spectral and temporal dimensions of sounds (i.e., auditory processing) could be a potential determinant of the outcomes of post-pubertal L2 speech learning. The current study set out to test the hypothesis that auditory processing makes a unique contribution to L2 speech acquisition, for 70 …
Lexical Competence Underlying Second Language Word Association Tasks: Examining the Construct Validity of Response Type and Response Time Measures
This study investigated the constructs underlying second language (L2) word association (WA) with regard to three dimensions of lexical competence—size, organization, and accessibility—and the lexical performance of speech. One-hundred and thirteen Japanese learners of English completed a computer-delivered oral WA task along with three vocabulary tasks: a form-recall gap-filling task (size), a primed lexical decision task (organization and acces…
Massed Task Repetition Is a Double-Edged Sword for Fluency Development: An Efl Classroom Study
To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (l…
Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective
In this task‐repetition intervention study, L2 learners’ reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English‐as‐a‐foreign‐language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A‐A‐A, Day 2: B‐B‐B, Day 3: C‐C‐C) versus interleaved…
An fMRI validation study of the word-monitoring task as a measure of implicit knowledge: Exploring the role of explicit and implicit aptitudes in behavioral and neural processing
In this study, neural representation of adult second language (L2) speakers’ implicit grammatical knowledge was investigated. Advanced L2 speakers of Japanese living in Japan, as well as L1 Japanese speakers, performed a word-monitoring task (proposed as an implicit knowledge test) in the MRI scanner. Behavioral measures were obtained from aptitude tests for explicit (language analytic ability) and implicit (statistical learning ability) learning…
How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment
While task repetition is effective for improving oral fluency, some teachers are reluctant to use it in their classrooms due to the alleged negative perceptions of learners toward repetitive practice. To address this concern, the participants in the current study completed a posttask questionnaire probing their perceptions toward task repetition practice, focusing on metacognitive judgment (i.e., the number of task repetitions considered effectiv…
Distribution of grammar learning through writing tasks: A potential role of proficiency
The present study examines the optimal schedule of second language (L2) grammar practice. Fifty‐four English‐as‐a‐foreign language learners practiced using hypothetical conditionals through written production‐based dictogloss tasks, accompanied by an explicit grammatical explanation, in three learning sessions over several weeks. Learners in the longer spaced group engaged in dictogloss tasks at intervals of 7 days (Day 1, 8, and 15), while those…
Costs and Benefits of Spacing for Second Language Vocabulary Learning: Does Relearning Override the Positive and Negative Effects of Spacing
Research has suggested that long spacing (i.e., temporal intervals) within a training session facilitates second language vocabulary learning. Studies, however, have been limited to treatment that involved sessions for only initial learning but not subsequent relearning. Furthermore, most studies have investigated only the benefits of spacing without considering its potential costs (i.e., increased duration of the treatment). In our study, we exa…
L1 and L2 use in pre-task planning and task repetition: The role of proficiency
This is an investigation of the interplay between collaborative pre-task planning language, task repetition, and L2 proficiency in oral narrative task performance. A total of 128 EFL learners engaged in paired collaborative planning under one of four conditions: L1, L2, combined L1–L2, and no planning. Subsequently, each participant individually completed an oral narrative task four times. Task performance was analyzed for utterance fluency, and …
Timing matters for interactive task-based learning: Effects of vocabulary practice on learning multiword expressions and neural synchronization
To investigate the effects of vocabulary practice timing on lexical learning and neural processing during communication tasks, we engaged 80 Japanese learners of English (40 pairs) in information-gap tasks with vocabulary practice in the pre-task or post-task phase. Learning of verb-noun combinations was orally assessed through translation and narrative tasks one week later. To quantify neural coupling between participants during task-based inter…
Research timeline: Automatization in second language learning
Automatization is the learning process by which controlled, effortful second language (L2) processing becomes automatic, fast, and effortless through practice – a critical transition for L2 development. Achieving automaticity allows learners to progress from laborious language use to fluent, real-time communication by freeing limited cognitive resources. This research timeline synthesizes four decades of laboratory and classroom research on autom…
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy
One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquis…
Explicit Knowledge and Skill Acquisition in Second Language Learning
Explicit knowledge is defined as the conscious awareness of the linguistic system. Its pivotal role is examined in relation to the development of knowledge and skills in a second language (L2). Rooted in cognitive science, skill acquisition theory provides a framework for analyzing the explicit learning process, encompassing deliberate practice, noticing, and hypothesis testing. This theory posits that learners transition from declarative knowled…
Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction
BACKGROUND: University students around the world learn English as a foreign language (EFL) as it is considered vital for their post-education opportunities locally and internationally. Optimising English language learning in EFL classrooms at the university is thus important. AIM: This study examined the roles of classroom support (teacher-to-class support, self-to-class support and peer-to-class support) and psychological needs satisfaction in J…
Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom
This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or task‐only condition, in which the first group received a list of collocations, whereas the second did not…
Psychology (20 works) · EFL/ESL Teaching and Learning (17 works) · Cognitive psychology (13 works) · Computer Science (13 works) · Cognition (12 works) · Linguistics (12 works) · Second Language Acquisition and Learning (12 works) · Mathematics education (10 works) · Neurobiology of Language and Bilingualism (8 works) · Fluency (6 works)