Exploring Lexical Processing and Sustainability Awareness in EFL Learners: A Psycholinguistic Discourse-Cognition Perspective.
Saved in:
| Title: | Exploring Lexical Processing and Sustainability Awareness in EFL Learners: A Psycholinguistic Discourse-Cognition Perspective. |
|---|---|
| Authors: | Abdulaal, Mohammad1, Eldin, Ahmad Sharaf2, Al-Johani, Hanan1, Aldawoody, Mohammad3 |
| Source: | Journal of Language Teaching & Research. May2026, Vol. 17 Issue 3, p945-954. 10p. |
| Subject Terms: | *Word recognition, *Environmental education, *Limited English-proficient students, *Lexicology, *Discourse, *Environmental literacy, Psycholinguistics |
| Abstract: | Despite the increasing emphasis on sustainability literature, limited research has examined how EFL learners cognitively and neurologically process sustainability-related literature in English. This research study investigates this psycholinguistic gap by analyzing how EFL learners are engaged in word processing while comprehending sustainability discourse and developing awareness of worldwide environmental issues. The research endeavors to answer the following question: How do psycholinguistic processes, especially word processing, impact EFL learners' comprehension and sustainability insights in discourse-intensive contexts? A mixed-method design was used, integrating quantitative visual tracking indicators of word recognition and processing with qualitative reflective narrations and open-ended interviews. Forty intermediate EFL university learners participated in this research study. Data analysis focused on processing cognitive pace, precision, and patterns of cognitive engagement, alongside learners' reported comprehension of sustainability notions. Findings show that learners' word processing effectiveness significantly correlates with their full comprehension of sustainability-based discourse. Participants who showed a higher level of lexical and semantic processing demonstrated greater awareness of ecological issues. Further, they reflected a more precise interpretation of discourse meaning. These results suggest that some psycholinguistic factors, such as word recognition and semantic integration, play an essential part in linking language acquisition to content-based insights. The research implications include integrating targeted psycholinguistic activities that promote word processing skills while simultaneously boosting learners' sustainability insights. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 193700232 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Exploring Lexical Processing and Sustainability Awareness in EFL Learners: A Psycholinguistic Discourse-Cognition Perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Abdulaal%2C+Mohammad%22">Abdulaal, Mohammad</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Eldin%2C+Ahmad+Sharaf%22">Eldin, Ahmad Sharaf</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Al-Johani%2C+Hanan%22">Al-Johani, Hanan</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Aldawoody%2C+Mohammad%22">Aldawoody, Mohammad</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. May2026, Vol. 17 Issue 3, p945-954. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Lexicology%22">Lexicology</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse%22">Discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+literacy%22">Environmental literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Psycholinguistics%22">Psycholinguistics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Despite the increasing emphasis on sustainability literature, limited research has examined how EFL learners cognitively and neurologically process sustainability-related literature in English. This research study investigates this psycholinguistic gap by analyzing how EFL learners are engaged in word processing while comprehending sustainability discourse and developing awareness of worldwide environmental issues. The research endeavors to answer the following question: How do psycholinguistic processes, especially word processing, impact EFL learners' comprehension and sustainability insights in discourse-intensive contexts? A mixed-method design was used, integrating quantitative visual tracking indicators of word recognition and processing with qualitative reflective narrations and open-ended interviews. Forty intermediate EFL university learners participated in this research study. Data analysis focused on processing cognitive pace, precision, and patterns of cognitive engagement, alongside learners' reported comprehension of sustainability notions. Findings show that learners' word processing effectiveness significantly correlates with their full comprehension of sustainability-based discourse. Participants who showed a higher level of lexical and semantic processing demonstrated greater awareness of ecological issues. Further, they reflected a more precise interpretation of discourse meaning. These results suggest that some psycholinguistic factors, such as word recognition and semantic integration, play an essential part in linking language acquisition to content-based insights. The research implications include integrating targeted psycholinguistic activities that promote word processing skills while simultaneously boosting learners' sustainability insights. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193700232 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1703.19 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 945 Subjects: – SubjectFull: Word recognition Type: general – SubjectFull: Environmental education Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Lexicology Type: general – SubjectFull: Discourse Type: general – SubjectFull: Environmental literacy Type: general – SubjectFull: Psycholinguistics Type: general Titles: – TitleFull: Exploring Lexical Processing and Sustainability Awareness in EFL Learners: A Psycholinguistic Discourse-Cognition Perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Abdulaal, Mohammad – PersonEntity: Name: NameFull: Eldin, Ahmad Sharaf – PersonEntity: Name: NameFull: Al-Johani, Hanan – PersonEntity: Name: NameFull: Aldawoody, Mohammad IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 3 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
| ResultId | 1 |
