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A recent study by Suzuki et al. (2025) published in Studies of Second language Acquisition investigated how the timing of vocabulary practice (i.e., before or after communication tasks) affects lexical learning and inter-brain synchronization (IBS) during interaction. Eighty Japanese learners of English (40 pairs) performed information-gap tasks with vocabulary practice either in the pre-task  or post-task  phase. Learning outcomes were measured one week later using translat

By Dr. Linh Phung Dr. Linh Phung and her students at Chatham University, June 2023 In language teaching, fluency  is often contrasted...

Seminar “Designing Task-Based Interactions with AI Chatbots for Language Development” successfully held, attracting a large number of...