The Possible Differences between Learning Styles Used by Russian, English, French, and Arabic Language Learners

One of the most enduring effects on education has been the search for individual differences that can explain and predict variation in student achievement, with the hope that pedagogical methods can be designed that will capitalize on these. Among the individual differences, ‘Learning styles’ remain a popular choice for filling this role and the number of models of learning styles on offer continues to proliferate. Learning styles are said to be influential factors, in learning a second or foreign language. Despite the fact that there are lots of papers published in this area, but comparing the learning styles employed by those who are learning different foreign languages seems to be untouched. Therefore, in this study we try to address this gap, by comparing the learning styles used by Russian, English, French, and Arabic who are learning these languages as their foreign language. A number of 100 Iranian students took part in this study. They are between 18 to 20 years of age. They were divided into four groups, each including 25 members. The Ehrman and Leaver Learning Style Questionnaire (E&L) was distributed among the language learners. The finding of the study revealed that these four groups of language learners made use of learning styles differently. And also, there are significant differences between Russian, Arabic, English, and French language learners in terms of employing learning strategies

A Review of Accent-Based Automatic Speech Recognition Models for E-Learning Environment

The adoption of electronics learning (e-learning) as a method of disseminating knowledge in the global educational system is growing at a rapid rate, and has created a shift in the knowledge acquisition methods from the conventional classrooms and tutors to the distributed e-learning technique that enables access to various learning resources much more conveniently and flexibly. However, notwithstanding the adaptive advantages of learner-centric contents of e-learning programmes, the distributed e-learning environment has unconsciously adopted few international languages as the languages of communication among the participants despite the various accents (mother language influence) among these participants. Adjusting to and accommodating these various accents has brought about the introduction of accents-based automatic speech recognition into the e-learning to resolve the effects of the accent differences. This paper reviews over 50 research papers to determine the development so far made in the design and implementation of accents-based automatic recognition models for the purpose of e-learning between year 2001 and 2021. The analysis of the review shows that 50% of the models reviewed adopted English language, 46.50% adopted the major Chinese and Indian languages and 3.50% adopted Swedish language as the mode of communication. It is therefore discovered that majority of the ASR models are centred on the European, American and Asian accents, while unconsciously excluding the various accents peculiarities associated with the less technologically resourced continents

Effects of Peripheral English Learning and Creating Motivation on Iranian Secondary School EFL Learners of Elementary Level

This study is an attempt to shed light on how peripheral learning can help Iranian EFL secondary school students of elementary level. This paper elaborates this concept by considering additional aspects of peripheral learning (learning by elements other than the text itself. Elements like pictures, physical actions and gestures) and how it motivates students to learn English. The research is performed on a group of learners of elementary EFL in Razi English Language Institute at Gonbad-e-kavus, Golestan province, Iran. The results show that peripheral learning has significant effects on English Learning and creating motivation on these learners. Keywords: Peripheral learning, pictures, physical actions, gestures, motivatio

E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings

This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively

Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

[EN] The present study deals with two types of L2 glosses, namely dynamic and traditional text-based glosses. The former were presented to students as a set of prompts designed to help learners identify the correct keyword, whereas the latter were introduced as traditional annotations containing L1 equivalents. A third control group was included in the study. Particularly, the focus is to compare the effects of these two types of glosses in Primary Education students of EFL. During the treatment session the dynamic glossing and the traditional glossing groups were presented three short texts with some unknown words. After the treatment, the three groups were tested in terms of both receptive and productive knowledge of the unknown words. Testing was carried out immediately and some weeks after the treatment. The results of immediate and delayed post tests revealed the superiority of the dynamic condition over traditional glossing and the control group as regards the two types of L2 vocabulary knowledge.This work was supported by the Spanish National Research Agency (AEI) through project LaTe4PSP (PID2019-107652RB-I00/AEI/10.13039/501100011033).Alcaraz Mármol, G. (2021). Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education. Revista de Lingüística y Lenguas Aplicadas. 16(1):1-10. https://doi.org/10.4995/rlyla.2021.14691OJS110161Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA, USA. Retrieved from: https://etda.libraries.psu.edu/paper/11063Alcaraz-Mármol, G. & Almela, Á. (2013). "The Involvement Load Hypothesis: Its effect on vocabulary learning in Primary Education". Revista Española de Lingüística Aplicada 26, 11-24.Ahmad, S.Z. (2019). "Multimedia glosses for enhancing EFL students' vocabulary acquisition and retention". English Language Teaching 12/12, 46-58. https://doi.org/10.5539/elt.v12n12p46Anderson-Inman, L. & Horney, M. A. (2007). "Supported eText: Assistive technology through text transformations". Reading Research Quarterly 42/1, 153-160. https://doi.org/10.1598/RRQ.42.1.8Antón, M. (2009). "Dynamic assessment of advanced second language learners". Foreign Language Annals 42, 576-598. https://doi.org/10.1111/j.1944-9720.2009.01030.xAzizi, A. (2016). "Effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners' vocabulary learning". Journal of Language Teaching and Research, 7/4, 773-779. https://doi.org/10.17507/jltr.0704.19Burton, V. J., & Watkins, R. V. (2007). "Measuring word learning: Dynamic versus static assessment of kindergarten vocabulary". Journal of Communication Disorders 40, 335-356. https://doi.org/10.1016/j.jcomdis.2006.06.015Camilleri, B. & Botting, N. (2013). "Beyond static assessment of children's receptive vocabulary: The dynamic assessment of word learning (DAWL)". International Journal of Language & Communication Disorders 48, 565-581. https://doi.org/10.1111/1460-6984.12033Canga, A. (2013). "Receptive vocabulary size of secondary Spanish EFL learners". Revista de Lingüística y Lenguas Aplicadas, 8, 66-75. https://doi.org/10.4995/rlyla.2013.1180Chang, C.K. & Hsu, C.K. (2011). "A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension". Computer Assisted Language Learning, 24, 155-180. https://doi.org/10.1080/09588221.2010.536952Chen, H. (2002). "Investigating the effects of L1 and L2 glosses on foreign language reading comprehension and vocabulary retention". Paper presented at the annual meeting of the Computer-Assisted Language Instruction Consortium, Davis, CA. Retrieved from http://www.sciepub.com/reference/208106Chun, D. (2011). "CALL technologies for L2 reading post Web 2.0", in L. Ducate & N. Arnold (eds.) Calling on CALL: Theory and research to new directions in foreign language teaching. San Marcos, Texas: CALICO, 131-170.Davin, K. J. (2013). "Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom". Language Teaching Research 17, 303-322. https://doi.org/10.1177/1362168813482934Eckerth, J. & Tavakoli, P. (2012). "The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading". Language Teaching Research 16/2, 227-252. https://doi.org/10.1177/1362168811431377Gass, S. (1999). "Incidental vocabulary learning". Studies in Second Language Acquisition, 21/2, 319-333. https://doi.org/10.1017/S0272263199002090Golkar, M. & Yamini, M. (2007). "Vocabulary, proficiency and reading comprehension". The Reading Matrix 7/3, 88-112.Gorman, B. (2012). "Relationships between vocabulary size, working memory and phonological awareness in Spanish-speaking English language learners". American Journal of Speech- Language pathology 21, 109-123. https://doi.org/10.1044/1058-0360(2011/10-0063)Herazo, J. D., Davin, K. J., & Sagre, A. (2019). "L2 dynamic assessment: An activity theory perspective". The Modern Language Journal 103/2, 443-458. https://doi.org/10.1111/modl.12559Hulstijn, J. H. (1992). "Retention of inferred and given word meanings: Experiments in incidental vocabulary learning", in P. J. Anaud & H. Béjoint (eds.) Vocabulary and applied linguistics. London: Macmillan, 113-125. https://doi.org/10.1007/978-1-349-12396-4_11Hulstijn, J. (2003). Incidental and intentional word learning, in M. Long& C. Doughty (eds.), The handbook of second language acquisition. Oxford: Blackwell, 349-381. https://doi.org/10.1002/9780470756492.ch12Hulstijn, J. H., Hollander, M. & Greidanus, T. (1996). "Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words". The Modern Language Journal 80, 327-339. https://doi.org/10.1111/j.1540-4781.1996.tb01614.xHulstijn, J. & Laufer, B. (2001). "Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition". Language Learning 51, 539-558. https://doi.org/10.1111/0023-8333.00164Jacobs, G. M., Dufon, P., & Fong, C. H. (1994). "L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge". Journal of Research in Reading 17, 19-28. https://doi.org/10.1111/j.1467-9817.1994.tb00049.xJiménez Catalán, R. M. & Moreno Espinosa, S. (2005). "Using Lex30 to measure the L2 productive vocabulary of Spanish primary learners of EFL". Vial 13/2, 27-44.Jiménez Catalán, R. M. & Terrazas, M. (2008). "The receptive vocabulary of English foreign language young learners". International Journal of English Studies 2/2, 201-215. https://doi.org/10.18172/jes.127Lantolf, J. P., & Poehner, M. E. (2004). "Dynamic assessment of L2 development: Bringing the past into the future". Journal of Applied Linguistics 1, 49-72. https://doi.org/10.1558/japl.1.1.49.55872Lantolf, J. P. & Poehner, M. E. (2011). "Dynamic assessment in the classroom: Vygotskian praxis for second language development". Language Teaching Research 15, 11-33. https://doi.org/10.1177/1362168810383328Lantolf, J. P. & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. London: Routledge. https://doi.org/10.4324/9780203813850Lantolf, J.P. & S.L. Thorne. (2006). The Sociogenesis of Second Language Development. Oxford: Oxford University Press.Laufer, B. & Hulstijn, J. (2001). "Incidental vocabulary acquisition in a second language: the construct of task-induced involvement". Applied Linguistics 22/1), 1-26. https://doi.org/10.1093/applin/22.1.1Lee, H., Hampel, R., & Kukulska-Hulme, A. (2019). "Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices". System 81, 26-38. https://doi.org/10.1016/j.system.2018.12.013Lee, H., Warschauer, M. & Lee, J.H. (2017). "The effects of concordance-based electronic glosses on L2 vocabulary learning". Language Learning & Technology 21/2, 32-51.Lee, J.Y. & Jeon, Y.J. (2017). "Effects of L1 and L2 Glosses on Korean English Learners' Vocabulary Learning and Reading Comprehension: A Meta-Analysis". Proceedings of the International Conference on Platform Technology and Service, Busan, 1-4. https://doi.org/10.1109/PlatCon.2017.7883703Lee, H., & Lee, J. H. (2015). "The effects of electronic glossing types on foreign language vocabulary learning: Different types of format and glossary information". The Asia-Pacific Education Researcher 24/4, 591-601. https://doi.org/10.1007/s40299-014-0204-3Lidz, C. S. & B. Gindis. (2003). "Dynamic assessment of the evolving cognitive functions in children", in A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (eds.) Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press, 99-116. https://doi.org/10.1017/CBO9780511840975.007López-Mezquita, M.T. (2005). La evaluación de la competencia léxica: Tests de vocabulario. Su fiabilidad y validez. Unpublished doctoral dissertation, Granada, University of Granada. Retrieved from http://hdl.handle.net/10481/4571Meara, P. (1980). "Vocabulary acquisition: A neglected aspect of language learning". Language Teaching and Linguistics Abstracts, 13, 221-246. https://doi.org/10.1017/S0261444800008879Milton J., Wander, L. & Hopkins, N. (2010). "Aural word recognition and oral competence in a foreign language", in R. Chacón-Beltrán, C. Abello-Contesse & M.M. Torreblanca-López (eds.) Further insights into non-native vocabulary teaching and learning. Bristol: Multilingual Matters, 83-98. https://doi.org/10.21832/9781847692900-007Miyasako, N. (2002). "Does text-glossing have any effects on incidental vocabulary learning through reading for Japanese senior high school students?" Language Education & Technology 39, 1-20.Mora, I. (2014). "Análisis del tamaño del vocabulario receptivo en alumnos de sección Bilingüe y no Bilingüe de Educación Primaria". Campo Abierto 33, 11-28.Nation, P. (2001). Learning vocabulary in another language. Cambridge: CUP. https://doi.org/10.1017/CBO9781139524759Nation, P. (2006). "How large a vocabulary is needed for reading and listening?" The Canadian Modern Language Review 63/1, 59-82. https://doi.org/10.3138/cmlr.63.1.59Nation, P. (2009). "New roles for FL vocabulary?" in L. Wei & V. Cook (eds.) Contemporary applied linguistics: Language teaching and learning. London, UK: Continuum, 99-116.Nation, P. & Webb, S. (2011). Researching and analyzing vocabulary. Boston: Heinle.Paribakht, T. S., & Wesche, M. (1997). "Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition", in J. Coady & T. Huckin (eds.) Second language vocabulary acquisition. Cambridge: Cambridge University Press, 174-200. https://doi.org/10.1017/CBO9781139524643.013Poehner, M. E., Zhang, J. & Lu, X. (2015). "Computerized dynamic assessment (CDA): Diagnosing L2 development according to learner responsiveness to mediation". Language Testing 32, 337-357. https://doi.org/10.1177/0265532214560390Pulido, D. (2007). "The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading". Applied Linguistics 28/1, 66-86. https://doi.org/10.1093/applin/aml049Ramezamali, N., Uchihara, T., & Faez, F. (2020). "Efficacy of multimodal glossing on second language vocabulary learning: A meta‐analysis". TESOL Quarterly, 54/2, ahead of print. https://doi.org/10.1002/tesq.579Ramezamali, N. & Faez, F. (2019). "Vocabulary learning and retention through multimedia glossing". Language Learning and Technology 23/2, 105-124.Rassaei, E. (2020). "Effects of mobile-mediated dynamic and nondynamic glosses on L2 vocabulary learning: A sociocultural perspective". The Modern Language Journal 104/1, 284-303. https://doi.org/10.1111/modl.12629Read, J. (2000). Assessing Vocabulary. Cambridge: C.U.P. https://doi.org/10.1017/CBO9780511732942Rea-Dickins, P. (2004). "Understanding teachers as agents of assessment". Language Testing 21, 249-258. https://doi.org/10.1191/0265532204lt283edSato, T. & Suzuki, A. (2010). "Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning?: A comparison of planar images with three-dimensional images". Asian EFL Journal 12/4, 160-172.Siekmann, S. & Charles, W. (2013). "Upingakuneng [When they are ready]: Dynamic assessment in a third semester Yugtun class", in M. Poehner & P. Rea-Dickins (eds.) Addressing issues of access and fairness in education through dynamic assessment. New York: Routledge/Taylor & Francis, 57-74.Stæhr, L.S. (2008). "Vocabulary size and the skills of listening, reading and writing". Language Learning Journal 36/2, 139-152. https://doi.org/10.1080/09571730802389975Teng, F. (2020). "Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination". Language Teaching Research 24/6, 785-812. https://doi.org/10.1177/1362168819829026Teo, A. (2012). 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The Impact of Cooperative Learning on Grammar Learning among Iranian Intermediate EFL Learners

The purpose of this study was to investigate the effects of cooperative learning activities on Iranian intermediate EFL learners' grammatical competence. This research was a quasi-experimental study and its design was comparison group design. The study included one control and one experimental group. In total, 50 students participated in the study. They were male and female intermediate English language learners studying English in EFL department at Shokuh-e-Danesh Institute, Dehdasht, Iran. Following a workshop on the implementation of cooperative learning activities, the experimental group was exposed to cooperative learning activities. The control group was, on the other hand, provided with traditional grammar learning methods. 25-item grammar tests were given to both groups before and after the eight-week treatment. T-tests were employed to analyze the obtained data. The results of the tests revealed significant differences between the control group and the experimental group regarding their grammar learning through cooperative learning. The findings of the study suggested that cooperative learning had positive effects on Iranian intermediate EFL learners' grammatical competence

Exploring Learning Management System of the Smartphone Application Based e-Learning in Covid-19 Era: Developing Innovation to Investigate the Metacognitive Approach for Students of AIK Lesson

Exploring Learning Management System of the Smartphone Application Based e-Learning for learners’ approach  about metacognitive approaches contact on effectiveness, and the association between metacognitive approach and effectiveness on their developing Innovation to Investigate the metacogntive Approach for Students of Al-Islam and Kemuhammadiyahan (AIK) lesson. To examine the effects of approach instruction on students’ reading performance, a qualitative interview technique and quantitative research methods including a paired-sample t-test and Person Product Moment Correlation will use to estimate the relationship between metacognitive approaches and effectiveness on students’ reading accomplishment of Al-Islam and Kemuhammadiyahan (AIK) lesson. Significance showed that the most frequent use of metacognitive approachwas found to be the metacognitive approach, followed by the cognitive approach. Learning strategies and on language learning documents of Al-Islam and Kemuhammadiyahan (AIK) lesson that are self-directed at continuing recognition of the need to help language learners reflect and improve their beliefs and knowledge about learning metacognitive knowledge explicitly about the function of knowledge in language learning of Al-Islam and Kemuhammadiyahan (AIK) lesson. This article reviews the theoretical literature and research on metacognition to enhance the understanding of approaches to second language acquisition that establish active roles for students, and conclude with consideration of the practical implications for teaching foreign languages and second languages. In addition, there is a significant positive connection between metacognitive approachand effectiveness on their Smartphone application. Reading approach, on the other hand, was unrelated to reading achievement

The impact of E-learning and ICT on English language learning: COVID-19 context

Background: E-learning and ICT have developed an innovative way of teaching English. To make sure the learning of this foreign language is effective, educational establishments and universities adjusted their infrastructure and technological devices. Aim: This article aims to present the results from a comprehensive examination of the literature regarding the Effects of E-learning and ICT on English language learning in COVID-19. Methods: The investigators made use of the PRISMA MODEL to determine the 65 articles to be included in the sample selection. A systematic search was performed on databases to select articles on E-learning and ICT related to English language learning. The databases employed for this study were Scielo, Redalyc, Dialnet, cademic Publishing (ACPI), Springer, Scopus, ECLAC, and MINTIC. Results: These technologies experienced an increase in usage during the COVID-19 pandemic. Conclusion: Incorporating e-learning and ICT has made language learning more dynamic. In addition, it demanded training of teachers to manage the tools and resources that they offer

Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

[EN] In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p < .001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p < .001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = .087, p = .77. These results suggest that regardless of a teacher’s experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher’s experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning.Leis, A.; Brown, K. (2018). Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?. The EuroCALL Review. 26(1):3-13. doi:10.4995/eurocall.2018.8597SWORD313261Anderson, J. (1986). Taking charge: Responsibility for one's own learning. Unpublished MA Thesis. The School for International Training, Brattleboro, VT.Baker, J. W. (2000). The "classroom flip": Using web course management tools to become the guide by the side. In Selected Papers from the 11th International Conference on College Teaching and Learning, 9-17.Benson, P. (2011). Teaching and researching autonomy. Harlow, England: Pearson Education.Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.Brinks Lockwood, R. (2014). Flip it!: Strategies for the ESL classroom. Detroit, MI: University of Michigan Press.Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. doi: 10.1119/1.1374249Dam, L., & Legenhausen, L. (1996). The acquisition of vocabulary in an autonomous learning environment-the first months of learning English. In R. Pemberton, E.S. Li Li, W.F. Or, & H.D. Pierson (eds). Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press, 265-280.Forsythe, E. (2016). Pedagogical rationale for flipped learning and digital technology in second language acquisition. In Information Res Management Association (ed.), Flipped instruction: Breakthroughs in research and practice. Information Science Reference, 116-130. doi: 10.4018/978-1-5225-1803-7.ch007Fraser, C. A. (2007). Reading rate in L1 Mandarin Chinese and L2 English across five reading tasks. The Modern Language Journal, 91(3), 372-394. doi: 10.1111/j.1540-4781.2007.00587.xHarumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ETL Journal , 65, 260-269. doi: 10.1093/elt/ccq046Holec, H. (1981). Autonomy in foreign language learning. Strasbourg, France: Council of Europe.Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28, 81-96. doi: 10.1080/09588221.2014.967701Keefe, J. W. (2007). What is personalization? Phi Delta Kappan, 89(3), 217-223. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/003172170708900312Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. doi:10.2307/1183338Larson-Hall, J. (2008). Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24(1), 35-63. doi:10.1177/0267658307082981Lee, G., & Wallace, A. (2017). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Q , 1-23. doi: 10.1002/tesq.372Lee, P. J. (2017, June). Effects of interactive subtitles on EFL learners' content comprehension and vocabulary learning. Paper presented at JALTCALL2017 Conference, Matsuyama, Japan.Leis, A. (2015). Dynamics of effort in flipped classrooms in an EFL environment. Educational Informatics Research, 14. 15-26. Retrieved fromhttps://www.researchgate.net/publication/289530659_Dynamics_of_Effort_in_Flipped_Classrooms_in_an_EFL_EnvironmentLeis, A. (2016). Flipped learning and EFL proficiency: An empirical study. Journal of the Tohoku English Language Education Society, 36. 77-90. Retrieved fromhttps://www.researchgate.net/publication/303759005_Flipped_Learning_and_EFL_Proficiency_An_Empirical_StudyLeis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 37-51. doi: 10.4018/978-1-5225-0783-3.ch062Lim, K. M., & Hui Zhong, S. (2006). Integration of computers into an EFL reading classroom. ReCALL, 18(2), 212-229. doi: 10.1017/s0958344006000528Little, D. (1990). Autonomy in language learning. In I. Gathercole (ed.) Autonomy in language learning, London, England: CILT, 7-15.Loewen, S., & Plonsky, L. (2016). 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The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examine numerous effective factors on these dimensions. The present study aimed to show the effects of different vocabulary learning styles through extensive and intensive reading programs on depth and breadth aspects of vocabulary knowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translation in Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on their level of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation of participants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the reading comprehension items of MEPT show that they are all at the intermediate level of reading ability.  Participants divided into three experimental groups randomly: two groups were in the extensive reading program with different form-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in the intensive reading program as intentional vocabulary learning style. Participants in these experimental groups read long stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) and Vocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also, determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results of Paired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the period between the pre- and post-test, but, there was a significant difference between the effects of incidental vocabulary learning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, there was a significant difference between the effects of the form-focused and meaning-focused task