مطالب

The paper deals with the topic of visually based L2 acquisition in higher education and evaluates the impact of the use of visual images based on Kolb´s theory of experiential learning. It evaluates its impact on the students´ risk-taking, motivation and anxiety. The research was conducted at the English Department of the University of Diyala, Iraq. The total number of participants was forty (n = 40) and they all were first-year students at English Department. The research was conducted by using guided interviews through the Google Meet platform. The main idea of the research was to evaluate how much will experiential learning, via the reading pictures technique, influence college students’ risk-taking, motivation, and anxiety. The research results show that students’ motivation and risk-taking were affected positively by using pictures. It further shows that the classroom anxiety of the students was less affected than the other two variables

This research generally aimed to gain a better understanding of the stop voicing contrast in Khuzestani Arabic (KhA) by focusing on VOT and vowel onset f0. The potential effects of voicing status, place of articulation, vocalic context, and gender on the word-initial VOT and f0 measurements were investigated. 15 females and 15 males were asked to repeat 31 authentic words three times out of context with no marked intonation pattern. The results showed significant differences between VOT and f0 values as a function of voicing status, among others. In addition word-initially, the statistical analysis indicated significant place-dependent and vocalic-related VOT variations in the context of VOICELESS stops, whereas for f0 the effects of gender, place of articulation, and vocalic context were significant both at the VOICED and VOICELESS levels. Word-initially, in KhA /b, d, ɡ/ are produced with voicing lead, while their VOICELESS counterparts /p, t, k/ have long lag, and the two stops with no VOICED cognate /tˁ, q/ make use of short lag. Overall, KhA exhibits a two-way laryngeal contrast system, and similar to Swedish the two opposite ends of VOT continuum are utilized. Logistic regression models were executed separately for both genders to predict the levels of voicing status and emphaticness. The results revealed that in voicing contrast more weight was given to VOT compared to f0. Lastly, Pearson’s correlation showed a significantly positive linear relationship between the two acoustic parameters in marking the voicing feature of VOICELESS plosives.

Technology has become a quintessential component of educational practice over the past years. Research in this area has shown that the integration of various technologies positively contributed to language education and facilitated learning different language skills. Despite the extensive application of computer assisted language learning for adults, little research has examined Young Language Learners’ (YLL) language development through technology. In this regard, the current study investigated the impact of using a mobile technology on YLLs’ (age range: 6 to 8) vocabulary development. Seventy-one learners participated in the study who were divided into a control (N = 32) and an experimental (N = 39) groups. Data were collected using a vocabulary test in three rounds of pre-test, post-test, and delayed post-test. The collected data in terms of vocabulary test scores were analyzed using mixed between-within subjects analysis of variance. The results revealed that the experimental group who used mobile devices for vocabulary learning outperformed the control group in the posttest and gained significant improvements in the delayed posttest. The study provides implications for various educational stakeholders including teachers, learners, and material developers to exploit the affordances of technology in effectively contributing to YLLs’ vocabulary development.