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- PaperTESOL Quarterly21 Jul 2026
Receptive Meaning‐Recall Knowledge of Derivational Morphology Among EFL Learners: A Case for L1 ‐Population‐Specific Assessment
Mastoor Al‐Kaboody, Geoffrey G. Pinchbeck, Joseph P. Vitta, Christopher Nicklin et al.
Arabic-speaking EFL learners consistently perform better on base word meaning-recall than on derived forms, with proficiency level moderating this gap but not eliminating substantial knowledge deficits. These findings support a (f)lemma-based approach to vocabulary assessment and instruction for low-to-intermediate proficiency Arabic-speaking learners, highlighting the need for explicit teaching of derivational morphology.
Original abstract
Vocabulary knowledge plays a crucial role in L2 proficiency, significantly impacting learners' reading comprehension. Although extensive research has explored whether knowledge of base words extends to recognition of derivational forms, results are inconsistent, especially among learners from non‐Indo‐European linguistic backgrounds. This study investigates the relationship between base word knowledge and comprehension of derivational forms among Arabic‐speaking EFL learners, examining how this relationship varies with proficiency. Using a meaning‐recall vocabulary test consisting of 30 base words and 46 derivational forms, data from 108 learners across four Common European Framework of Reference (CEFR) levels (Below A1 to B1+) were analyzed through logistic mixed effects modeling. Results indicated that learners consistently performed better with base forms than derivations, with proficiency significantly moderating this relationship. Higher proficiency learners showed increased accuracy, but substantial knowledge gaps persisted across all proficiency levels, highlighting the complexity of derivational morphology for Arabic‐speaking learners. These findings support a (f)lemma‐based approach in vocabulary assessment and instruction for low‐ to intermediate‐proficiency Arabic‐speaking learners, emphasizing the need for explicit attention to derivational morphology in curriculum design and instructional practices.
- PaperarXiv — Language & NLP (cs.CL)6 May 2026
Assessing Cognitive Effort in L2 Idiomatic Processing: An Eye-Tracking Dataset
Eduardo Santos, Juliana Carvalho, César Rennó-Costa
An eye-tracking dataset captures cognitive costs in L2 idiomatic processing across CEFR levels A1-C2 using 60 Hz hardware, revealing a strong inverse correlation between proficiency and regressive eye movements. The dataset serves as a benchmark for evaluating human and artificial language processing models within the MIA initiative.
Original abstract
This paper presents the development and validation of an eye-tracking dataset designed to investigate how second-language (L2) learners process idiomatic expressions. While native speakers often rely on direct retrieval of figurative meanings, L2 speakers frequently adopt a literal-first approach, which incurs measurable cognitive costs. This resource captures these costs through ocular metrics recorded from Portuguese L1 speakers of English across all CEFR proficiency levels (A1-C2). Although the study uses entry-level 60 Hz hardware (Tobii Pro Spark), we demonstrate that this sampling rate provides sufficient data density to detect macro-cognitive events such as fixations and regressions in reading. Preliminary analysis validates the dataset by revealing a strong inverse correlation between language proficiency and regressive eye movements. Integrated into the MIA (Modeling Idiomaticity in Human and Artificial Language Processing) initiative, this dataset serves as a cognitively grounded benchmark for evaluating both human processing models and the alignment of large language models with human-like figurative understanding.