Studies in Second Language Learning and Teaching
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Investigating individual differences with qualitative research methods: Results of a meta-analysis of leading applied linguistics journals
Full text linkThe aim of the present article is to provide a systematic review of qualitative studies in the leading journals of our field focusing on their distributional properties in the various journals as well as topic choice and selected quality control issues. In order to achieve this aim, we carried out a systematic review of research articles published in leading journals in our field, namely, Applied Linguistics, Language Learning, Language Teaching Research, Studies in Second Language Acquisition and Modern Language Journal between 2016 and 2020. Our sample contains 93 articles in which researchers employed qualitative research methods or mixed methods including a qualitative component. Our main results indicate that there is great variation among journals in terms of the number of qualitative studies. As for topic considerations, some traditional individual difference variables seem to have a dominant role, with cognitive processes involved in language acquisition gaining some ground as well. Concerning quality control issues, there could be room for improvement with regard to reporting the quality control measures, including the tools employed in the studies. Based on our results, we can conclude that a more systematic understanding of acceptable processes in the field of applied linguistics could increase not only the number of qualitative articles published but also their topical importance.The aim of the present article is to provide a systematic review of qualitative studies in the leading journals of our field focusing on their distributional properties in the various journals as well as topic choice and selected quality control issues. In order to achieve this aim, we carried out a systematic review of research articles published in leading journals in our field, namely, Applied Linguistics, Language Learning, Language Teaching Research, Studies in Second Language Acquisition and Modern Language Journal between 2016 and 2020. Our sample contains 93 articles in which researchers employed qualitative research methods or mixed methods including a qualitative component. Our main results indicate that there is great variation among journals in terms of the number of qualitative studies. As for topic considerations, some traditional individual difference variables seem to have a dominant role, with cognitive processes involved in language acquisition gaining some ground as well. Concerning quality control issues, there could be room for improvement with regard to reporting the quality control measures, including the tools employed in the studies. Based on our results, we can conclude that a more systematic understanding of acceptable processes in the field of applied linguistics could increase not only the number of qualitative articles published but also their topical importance
Directed motivational currents: A systematic review
Full text linkDirected motivational currents, unique and intense goal-directed motivational surges lasting over a period of time, have received increasing attention recently. This article reports the first systematic review of this phenomenon. A total of 21 reports appearing between 2013 and 2020 were included in the analysis. The results show that the majority of empirical reports were small-scale qualitative studies (median = 18 participants). The evidence on the three characteristics proposed as necessary and/or distinguishing conditions of directed motivational currents (vision, salient facilitative structure, and positive affect) is inconclusive due to the presence of directed motivational currents cases not exhibiting these features, and the absence of direct comparative analyses with non-directed motivational currents cases. A few intervention studies (N = 4) were conducted, but their results are also inconclusive due to a number of methodological limitations. Contrary to the claim that directed motivational current experiences are the “optimal form” of motivation, the results additionally showed that these experiences could lead to intense stress, anxiety, depression, sleeplessness, and panic attacks, thereby raising ethical concerns about deliberately inducing directed motivational currents in learners. We conclude that, although the concept of directed motivational currents is promising, more research is needed to reach a better understanding of its potential. We end this article by suggesting directions for future research into directed motivational currents, including renaming them as sustained flow
Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system
Full text linkThe study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves
Editorial
Full text linkThe second 2021 issue of Studies in Second Language Learning and Teaching includes four empirical papers and three book reviews
High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion
Full text linkThis study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed
Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
Full text linkThe present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect
Review of Individual differences in language learning: A complex systems theory perspective; Authors: Carol Griffiths, Adem Soruç; Publisher: Palgrave Macmillan, 2020; ISBN: 978-3-030-52900-0; Pages: 220
Full text linkBook Review: Individual differences in language learning: A complex systems theory perspective. Authors: Carol Griffiths, Adem Soruç. Publisher: Palgrave Macmillan, 2020. ISBN: 978-3-030-52900-0. Pages: 220
English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university
Full text linkWhile it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers