Alejandra Montero-SaizAja

• University of La Rioja

The present study seeks to fulfill the following three objectives: (1) to examine the controlled productive vocabulary of unimodal EFL learners, (2) to identify their perceptual learning style preferences, and (3) to determine whether the major preference for a specific perceptual learning style ensures a higher controlled productive vocabulary. Th...

The present study explored the perceptual learning style preferences of monolingual and bilingual English as a Foreign Language (EFL) learners to determine whether they have similar or different learning style preferences. It also aims to provide an insight into the way EFL is learnt in a specific course level and community. The objectives of this...

The chapter explores the perceptual learning style preferences of multimodal English as a foreign language (EFL) learners in two English instructional programs. This study also aims at ascertaining if there is a relationship among perceptual learning style preferences and the English instructional programs. The sample comprised 24 Spanish EFL learn...

This study investigated the productive vocabulary of EFL learners divided into two groups: multimodal (preference for two or three perceptual learning styles) and unimodal (preference for one perceptual learning style). The objectives of this research were twofold: (1) to identify the productive vocabulary of multimodal and unimodal EFL learners; a...

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to ou...

The present study compares the language learning strategies used by bilingual and plurilingual English as a Foreign Language (EFL) learners, and ascertains whether there are any statistically significant differences between them. Scholars have made comparisons on secondary (Vossoughi and Ebrahimi, 2003; Mitits, 2016), and university bilingual and p...

This study explores the conceptualization of 'School' in the English lexicon of EFL learners, and compares this lexicon to the meanings attributed to the entry School in English dictionaries. Our first objective aimed at identifying the most frequent content words retrieved by Spanish EFL learners in response to the cue-word SCHOOL in a lexical ava...