The current study examined the impact of video-based conversational interaction on the longitudinal development (one academic semester) of second language (L2) production by collegelevel Japanese English-as-a-foreign-language learners. Students in the experimental group engaged in weekly, dyadic conversation exchanges with native speakers in the US via telecommunication tools, wherein the nativ...

This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores impact of IIS on speaking skills (fluency, pronunciation, vocabulary, grammar) students Jordanian context. The study used quasi-experimental quantitative design analyze data. sample consisted 30 control g...

Task complexity has long been posited as an influential task feature inspiring much research. However, frameworks might be in need of adjustment, they tend to emphasize the role cognitive factors and neglect affective ones despite fact that learner agency potential for creativity have linked certain aspects performance, possibly exerting their influence through learners’ affects. Thus, investig...

The ability to generate items belonging to categories in verbal fluency tasks has been attributed to frontal cortex. Nonverbal fluency (e.g., design fluency) has been assessed separately and found to rely on the right hemisphere or right frontal cortex. The current study assessed both verbal and nonverbal fluency in a single group of patients with focal, frontal lobe lesions and age- and educat...

Abstract In comparative studies focusing on context of learning, the main contexts under investigation have been study abroad (SA), at-home formal instruction (AH), and domestic immersion (IM). With global status English its burgeoning popularity as a medium in countries where only holds lingua franca, new SA has emerged. This compares L2 learning this franca (ELFSA) to Anglophone AH terms oral...

This paper describes an experiment aimed at determining whether speech. automatic assessment of second language learners’ fluency in This experiment produced interesting results in two respects, spontaneous speech is feasible and whether it differs from a. fluency assessment by expert raters and b. the relationship automatic fluency assessment in read speech. Spontaneous speech between expert f...

BACKGROUND/AIMS In Alzheimer's dementia (AD), letter fluency is less impaired than category fluency. To check whether category fluency and letter fluency depend differently on semantics and attention, 53 mild AD patients were given animal and letter fluency tasks, two semantic tests (the Verbal Semantic Questionnaire and the BORB Association Match test), and two attentional tests (the Stroop Co...