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Captions provide a useful aid to language learners for comprehending videos and learning new vocabulary, aligning with theories of multimedia learning. Multimedia learning predicts that a learner's working memory (WM) influences the usefulness of captions. In this study, we present two eye-tracking experiments investigating the role of WM in captioned video viewing behavior and comprehension. In Experiment 1, Spanish-as-a-foreign-language learners differed in caption use according to their level of comprehension and to a lesser extent, their WM capacities. WM did not impact comprehension. In Experiment 2, English-as-a-second-language learners differed in comprehension according to their WM capacities. Those with high comprehension and high WM used captions less on a second viewing. These findings highlight the effects of potential individual differences and have implications for the integration of multimedia with captions in instructed language learning. We discuss how captions may help neutralize some of working memory's limiting effects on learning.

Desiccation of the Aral Sea has resulted in the emergence of vast saline and flat terrains, jeopardizing human health and agricultural activities because of sand and dust storms. Vegetation, mainly indigenous Haloxylon species, has been introduced to ameliorate the soil. As a critical indicator of rehabilitation, the physicochemical properties of soil after the introduction of vegetation remain poorly understood. This study examined (1) the changes in topsoil properties after vegetation establishment based on a 30‐year chronosequence and employed (2) site comparisons of topsoil properties between two cases of natural versus introduced vegetation on a dried Aral Sea bed. Twelve paired areas that were naturally or artificially vegetated during 1990, 2000, 2005, 2008, 2013, and 2017 were selected for examination. Irrespective of vegetation type, increases in organic matter and nutrients (TOC >90%, TN >143%, and P2O5 >23%) were detected in the surface soil (0–10 cm) along the 30‐year chronosequence. In addition, decreases in ECe (92% and 69%), CEC (41% and 11%), Ca2+ (38% and 12%), and TIC (81% and 11%) were observed in both natural and introduced vegetation, respectively. The introduced vegetation was associated with a slightly greater accumulation of soil K+ and TN than the natural vegetation. Our results indicate vegetation‐derived nutrient and organic matter accumulation as well as the possible removal of salts by root exudates in the surface soil. Overall, vegetation contributed to soil amelioration, with similar effects observed at naturally and artificially vegetated sites. [ABSTRACT FROM AUTHOR]

In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers. This paper explores the potential applicability of ChatGPT—a generative, text-based artificial intelligence (AI) chatbot—to ELT. It offers insights and guidelines for using ChatGPT to develop receptive and productive skills. First, ChatGPT can help teachers generate input materials for listening and reading practices. Second, with ChatGPT, teachers can create individualized opportunities for students to practice their speaking and writing skills. We also note important caveats for teachers to consider when implementing ChatGPT as an instructional tool. By exploring its potential benefits and limitations, this paper contributes to the growing discourse on technology integration in ELT and offers practical recommendations for creating a productive learning environment using AI-driven language models like ChatGPT. [ABSTRACT FROM AUTHOR]

This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native-English-speaking children would not do well on them (Winke, 2011). So the researchers had native speakers and learners of English aged 7 to 9 take sample versions of two standardized English reading and writing tests: the Young Learners Tests of English, Bronze and Silver, administered by Cambridge Michigan Language Assessments. They videotaped the children taking the tests, had them draw pictures of how they felt during testing, and interviewed them. The tests reliably discriminated learners from native speakers. However, 3 of 25 items on the Bronze test and 5 of 40 on the Silver test proved more difficult for native speakers than for language learners. The researchers interviewed the children to uncover why; incorrect responses stemmed from lack of assessment literacy or age-related cognitive limitations, not deficits in English. The researchers discuss whether this is a problem and conclude that standardized language tests for children, even those already psychometrically reliable and valid, can be improved upon by interviewing child test takers. They stress that parallel information from same-age, native-English-speaking peers is informative in revealing construct-irrelevant variance.

This study responds to the call for more ecologically valid psycholinguistic research (Spivey & Cardon, 2015) by examining how readers incidentally acquire multifaceted vocabulary knowledge while reading a long, authentic text. Using eye tracking, we explore how the processing of unfamiliar words changes with repeated exposure and how the repeated exposure and processing affect word learning. In two sessions, native and non-native English speakers read five chapters of an authentic English novel containing Dari words. After reading, participants received a comprehension test and three surprise vocabulary tests. Growth curve modeling revealed a non-linear decrease in reading times that followed an S shaped curve. Number of exposures was the strongest predictor of vocabulary learning (form and meaning), while total reading time independently contributed to the learning of word meaning. Thus, both quantity and quality of lexical processing aid incremental vocabulary development and may reveal themselves differently in readers’ eye movement records. [ABSTRACT FROM AUTHOR]