Many studies suggest learning vocabulary through derivational knowledge can be helpful in a second language (L2) but there may be notable differences between student comprehension and production of vocabulary based on derivational knowledge. Other research suggests that flashcards can be extremely useful for L2 vocabulary acquisition, while others suggest that practicing vocabulary in multiple modes (i.e., reading, speaking, writing) is beneficial to learners. However, there is less research regarding how studying derivational vocabulary through flashcards or multiple modes affects acquisition. This study seeks to offer a preliminary look at this problem and how study systems can be improved by reporting on the use of multimodal flashcards that provide multiple choice, writing, listening, and speaking activities to students learning derivational vocabulary. After using the flashcards, students took multimodal quizzes that contained multiple choice, listening, and writing questions. We checked for correlation between flashcard usage across multiple modes and quiz scores both overall and by mode to look for general associations, then performed multiple regression analyses with random forests to determine if certain modes were more effective at promoting acquisition. We found that flashcard usage generally correlates with higher quiz scores and that writing was the most impactful of the practice modes.

To contend with today’s rapidly advancing information society, critical thinking (CT) skills have been recognized as significant not only in the native language but also in contexts where English is learned as a foreign language (EFL). However, previous studies have not provided a consistent definition of the CT skill construct. Therefore, the present study aimed to organize the constructs of CT skills proposed in previous CT research. Specifically, this study investigated similarities and differences in these constructs based on the theoretical background of CT and articles on the development of CT tests. The results indicated that CT skills comprise four skills: (a) identifying main points, (b) examining content, (c) inferring conclusions, and (d) metacognizing one’s own thoughts. Furthermore, specific characteristics of test items for measuring these CT skills were also established based on previous studies. The findings of this review provide suggestions for future research on the cultivation and assessment of CT skills in an EFL context.

This article provides an overview and theoretical background of the TOEIC® Official e-Learning Foundation Course Listening & Reading launched by IIBC, in which the author was involved in its development, as well as a report on its learning effectiveness when implemented in a university course in the fall semester of 2021. This web-based application features authentic questions created by ETS (Educational Testing Service), the test development organization in the US. After introducing the foundational learning skills through animations and lectures in video format, the learning material provides training in foundational skills useful for each Part of TOEIC L&R. Specifically, through "chunk imaging" and "chunk reading aloud" using the scripts of each question from the TOEIC L&R, learners can acquire bottom-up listening comprehension and faster reading skills through understanding the meaning directly and immediately with images from sounds or letters. After three months of weekly training in class, the average TOEIC L&R score increased from 399.74 to 466.12. In addition, the average reading speed measurement increased from 72.95 to 93.55 wpm (both were statistically significant). The final section also discusses the results of the participants' survey responses.