Studies in Second Language Learning and Teaching
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Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences
Full text linkThis study aimed to develop and validate two parallel scales to measure the psychological L2 speaking and listening needs of 863 English-as-a-foreign language (EFL) learners. The associations between three psychological needs (i.e., autonomy, competence, and relatedness) of L2 speaking and of L2 listening were examined to develop insights into oracy (i.e., integration of speaking and listening) in L2 communication. Subsequently, the impact of demographic variables was explored. The data, collected via a 5-point Likert-scale questionnaire, were analyzed through descriptive and correlation analysis, factor analysis, and ANOVA. Exploratory factor analysis was conducted to determine the factor structures, followed by confirmatory factor analysis for validation. Results demonstrated that the validity and reliability of the two developed scales were satisfactory. L2 speaking autonomy was significantly related to L2 listening autonomy, as were competence and relatedness. The three psychological needs of both L2 speaking and listening revealed varying patterns in terms of gender, major, university geographical context, schooling stage (first year to fourth year), and study-abroad experiences. The research findings reinforce the need for integration of L2 speaking and L2 listening when satisfying university students’ psychological needs, contribute to the research field with the measurement scales of psychological needs in L2 speaking and listening settings, and yield implications for teaching the two language skills integratedly.This study aimed to develop and validate two parallel scales to measure the psychological L2 speaking and listening needs of 863 English-as-a-foreign language (EFL) learners. The associations between three psychological needs (i.e., autonomy, competence, and relatedness) of L2 speaking and of L2 listening were examined to develop insights into oracy (i.e., integration of speaking and listening) in L2 communication. Subsequently, the impact of demographic variables was explored. The data, collected via a 5-point Likert-scale questionnaire, were analyzed through descriptive and correlation analysis, factor analysis, and ANOVA. Exploratory factor analysis was conducted to determine the factor structures, followed by confirmatory factor analysis for validation. Results demonstrated that the validity and reliability of the two developed scales were satisfactory. L2 speaking autonomy was significantly related to L2 listening autonomy, as were competence and relatedness. The three psychological needs of both L2 speaking and listening revealed varying patterns in terms of gender, major, university geographical context, schooling stage (first year to fourth year), and study-abroad experiences. The research findings reinforce the need for integration of L2 speaking and L2 listening when satisfying university students’ psychological needs, contribute to the research field with the measurement scales of psychological needs in L2 speaking and listening settings, and yield implications for teaching the two language skills integratedly
Investigating academic achievement of English medium instruction courses in Turkey
Full text linkThis article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research
Timing of form-focused instruction: Effects on EFL learners’ grammar learning
Full text linkThis study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners’ grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received treatments which combined form and meaning with the English passive voice as the teaching target, but learners’ attention was drawn to the passive voice with different timing. The before-isolated and after-isolated groups received the treatment before and after communicative activities, respectively. For the integrated FFI group, intervention occurred during communicative activities. A picture writing test and a written error correction test were employed to measure students’ performance. The results indicated that the three experimental groups manifested significant improvement. Before-isolated FFI produced the best immediate and delayed effects, and integrated FFI produced better immediate effect than after-isolated FFI, while after-isolated FFI produced better delayed effect than integrated FFI. The findings indicated that pedagogical sequences in FFI are important, and teachers might need to guide adolescent learners to focus on form explicitly before communicative activities.This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners’ grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received treatments which combined form and meaning with the English passive voice as the teaching target, but learners’ attention was drawn to the passive voice with different timing. The before-isolated and after-isolated groups received the treatment before and after communicative activities, respectively. For the integrated FFI group, intervention occurred during communicative activities. A picture writing test and a written error correction test were employed to measure students’ performance. The results indicated that the three experimental groups manifested significant improvement. Before-isolated FFI produced the best immediate and delayed effects, and integrated FFI produced better immediate effect than after-isolated FFI, while after-isolated FFI produced better delayed effect than integrated FFI. The findings indicated that pedagogical sequences in FFI are important, and teachers might need to guide adolescent learners to focus on form explicitly before communicative activities
Call for Papers for the 2023 SSLLT Conference
Full text linkThe main aim of the event is to celebrate the success of the journal Studies in Second Language Learning and Teaching (https://pressto.amu.edu.pl/index.php/ssllt), which was launched little over a decade ago but has still managed to be ranked among the best journals in the field. The event will also provide a forum for presenting cutting-edge research related to different facets of L2 learning and teaching in a wide range of contexts and demonstrating how the results of such research can inform everyday classroom practices. The conference will be of high relevance to academics, researchers, teacher educators and materials writers, as well as language teachers at different educational levels wishing to enhance their instructional practices.The main aim of the event is to celebrate the success of the journal Studies in Second Language Learning and Teaching (https://pressto.amu.edu.pl/index.php/ssllt), which was launched little over a decade ago but has still managed to be ranked among the best journals in the field. The event will also provide a forum for presenting cutting-edge research related to different facets of L2 learning and teaching in a wide range of contexts and demonstrating how the results of such research can inform everyday classroom practices. The conference will be of high relevance to academics, researchers, teacher educators and materials writers, as well as language teachers at different educational levels wishing to enhance their instructional practices
A state-of-the-art review of distribution-of-practice effects on L2 learning
Full text linkThe purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning.The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning
Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout
Full text linkTo expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout
Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA
Full text linkThe positive psychology movement (Seligman, 1998) has contributed to the proclamation of a positive turn in second language acquisition (SLA) (MacIntyre et al., 2016). Within the context of individual differences, self-efficacy (Bandura, 1997), an individual’s judgment of their capability to achieve goals, has gained particular interest in language learning (e.g., Lake, 2013). The present study meta-analyzes a body of research that has investigated the relationship between second language (L2) self-efficacy and L2 achievement by exploring 1) reporting practices in this domain, 2) the strength and direction of the relationship, and 3) the effects of moderator variables on the self-efficacy-achievement link. A comprehensive literature search uncovered 37 studies, which contributed to a total of 40 independent samples (N = 23,050). The average observed effect in the sample was r = .46. A moderator analysis showed systematic variations in the effect size for learners’ first language, target language, proficiency level, and both self-efficacy and achievement type. We discuss our findings with respect to theoretical constructs and methodological practices and suggest implications for L2 pedagogy and future research into self-efficacy in SLA.The positive psychology movement (Seligman, 1998) has contributed to the proclamation of a positive turn in second language acquisition (SLA) (MacIntyre et al., 2016). Within the context of individual differences, self-efficacy (Bandura, 1997), an individual’s judgment of their capability to achieve goals, has gained particular interest in language learning (e.g., Lake, 2013). The present study meta-analyzes a body of research that has investigated the relationship between second language (L2) self-efficacy and L2 achievement by exploring 1) reporting practices in this domain, 2) the strength and direction of the relationship, and 3) the effects of moderator variables on the self-efficacy-achievement link. A comprehensive literature search uncovered 37 studies, which contributed to a total of 40 independent samples (N = 23,050). The average observed effect in the sample was r = .46. A moderator analysis showed systematic variations in the effect size for learners’ first language, target language, proficiency level, and both self-efficacy and achievement type. We discuss our findings with respect to theoretical constructs and methodological practices and suggest implications for L2 pedagogy and future research into self-efficacy in SLA
Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020
Full text linkThis study offers a bibliometric analysis of research trends in task-based language teaching (TBLT) from 1985 to 2020. The analysis covers research questions related to the publication trends, venues for publication, productive authors, highly cited articles and references and, more importantly, the most frequently explored TBLT-related topics and their developmental patterns across the past 35 years. Results showed that TBLT was still mostly approached from the traditional cognitive-interactionist and psycholinguistic perspectives with a focus on tasks, individuals (i.e., learners and teachers), task-related variables (e.g., task complexity and task repetition), task performance, and the resultant linguistic forms. While this field of research has witnessed a growing interest in learners’ individual differences and computer-mediated, technologies-assisted learning, a decreasing trend has been observed in topics related to error and recast. Implications for task-based research, pedagogy, and research methodologies are discussed.This study offers a bibliometric analysis of research trends in task-based language teaching (TBLT) from 1985 to 2020. The analysis covers research questions related to the publication trends, venues for publication, productive authors, highly cited articles and references and, more importantly, the most frequently explored TBLT-related topics and their developmental patterns across the past 35 years. Results showed that TBLT was still mostly approached from the traditional cognitive-interactionist and psycholinguistic perspectives with a focus on tasks, individuals (i.e., learners and teachers), task-related variables (e.g., task complexity and task repetition), task performance, and the resultant linguistic forms. While this field of research has witnessed a growing interest in learners’ individual differences and computer-mediated, technologies-assisted learning, a decreasing trend has been observed in topics related to error and recast. Implications for task-based research, pedagogy, and research methodologies are discussed
Gender differences in foreign language classroom anxiety: Results of a meta-analysis
Full text linkExploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by Horwitz et al. (1986) to measure language anxiety. An ever-growing array of studies has employed the FLCAS and analyzed the underlying relationship between the focal construct and foreign language achievement, various individual difference variables and a variety of demographic variables, such as learning experiences, age, and gender. Despite the considerable number of publications, studies focusing on biographical variables and language anxiety have not been conclusive. The aim of the present meta-analysis is to analyze 48 studies that employed the FLCAS to look at the potential gender differences with respect to language anxiety. Although there is great variation in the methodological and reporting practices in the studies included, and findings show a tendency for females to experience higher foreign language anxiety, gender-related differences are not statistically significant. The results of moderator analyses showed that neither age nor target language, regional context, or, in the case of university students, their majors, influence this relationship.Exploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by Horwitz et al. (1986) to measure language anxiety. An ever-growing array of studies has employed the FLCAS and analyzed the underlying relationship between the focal construct and foreign language achievement, various individual difference variables and a variety of demographic variables, such as learning experiences, age, and gender. Despite the considerable number of publications, studies focusing on biographical variables and language anxiety have not been conclusive. The aim of the present meta-analysis is to analyze 48 studies that employed the FLCAS to look at the potential gender differences with respect to language anxiety. Although there is great variation in the methodological and reporting practices in the studies included, and findings show a tendency for females to experience higher foreign language anxiety, gender-related differences are not statistically significant. The results of moderator analyses showed that neither age nor target language, regional context, or, in the case of university students, their majors, influence this relationship