Studies in Second Language Learning and Teaching
Not a member yet
594 research outputs found
Sort by
Envisioning new directions in research on individual differences
No full textIn this article, we highlight the important achievements of the editors and contributors in this special issue. We argue that this collection of studies on individual differences (IDs) advances the field in terms of theoretical diversification, methodological improvement, and pedagogical innovation. We also contend that a renewed interest in ID research will enable second language acquisition (SLA) researchers and language educators to show how language education helps language learners acquire desirable attributes and dispositions. In turn, related findings will enable researchers and educators to articulate the value of language learning for the public as many language educators may fear that generative artificial intelligence and translation tools will remove a major motivation for learning languages
Introduction to the special issue on foreign language anxiety: Theoretical and methodological developments
No full textThis introduction outlines the theoretical and methodological developments that have shaped research on foreign language anxiety since Scovel’s (1978) foundational review. Building on MacIntyre’s (2017) synthesis of the confounding, specialized, and dynamic phases, we argue that the field has entered a new contextual phase characterized by increasingly narrow, context-specific research questions and more sophisticated analytic approaches. We summarize eight contributions included in this special issue, which collectively span person-centered, cross-cultural, physiological, dynamic, and task-specific examinations of language anxiety. These studies expand the nomological network of language anxiety by incorporating constructs such as shame, guilt, and imposter phenomenon; revisit debates surrounding the directionality of the anxiety-proficiency relationship; and employ innovative methodologies including latent profile analysis, Bayesian modelling, heart-rate variability, and experience sampling. Together, they demonstrate how language anxiety is best understood as a contextually grounded and dynamic construct
The effect of executive functions on word reading among students with Chinese as a second language (CSL)
Full text linkExecutive functions (EF) have long been recognized as critical factors in accounting for individual differences in literacy development. However, their role in second language (L2) learning, particularly in non-alphabetic languages such as Chinese, has not been fully explored. This study endeavored to examine the role of EF in word reading among 200 Chinese as a second language (CSL) learners in Hong Kong. Participants completed a series of tasks measuring EF components, including inhibition, visual working memory, verbal working memory, and cognitive shifting, as well as tasks assessing their word reading abilities, which encompassed both single-character reading and two-character word reading. The contributions of EF to the total word reading score, single-character reading, and two-character word reading were analyzed. The results demonstrated that visual working memory and inhibition emerged as unique and significant predictors. Moreover, EF explained a greater proportion of variance in two-character word reading compared to single-character reading, suggesting that the cognitive demands of reading two-character words in Chinese differ from those of single-character reading. Additionally, we examined the moderating effect of age on the relationship between EF and word reading. No significant moderating effect was found, indicating a constant contribution of EF to word reading across different age groups among CSL learners. These findings offer valuable theoretical insights into the role of EF in L2 literacy development and suggest practical pedagogical strategies for enhancing word reading skills among CSL learners
A transcendental phenomenology on existential positive psychology (EPP) and L2 education: Setting a practical agenda for regulating students’ well-being and ill-being
No full textThe contributions of positive psychology (PP) to the study of second and foreign language (L2) emotions have received considerable scholarly attention in recent years. In response to the criticism that it adopted a limited viewpoint, PP has broadened its perspective. Existential positive psychology (EPP) is a branch of PP that can address prior critiques and inform English as a foreign language (EFL) learning, particularly the dialectical relationship between positive and negative emotions. Focus group interview data from eight experienced EFL teachers were analyzed to produce a five-dimensional model, including agendas and sample pedagogical practices. The five layers are “assigning meaningful, relevant, and authentic classroom tasks,” “providing personalized learning paths and plans for learners,” “empowering learner agency, choice, and responsibility,” “admitting and facing existential adversities/feelings,” and “cultivating a culture of positivity and appreciation.” The findings are discussed in light of PP and EPP, and implications are provided for EFL teachers, policymakers, and teacher educators to raise their awareness and knowledge of the EPP contribution to learner emotionality
The interrelationship between basic psychological needs, intrinsic motivation, classroom engagement, and L2 academic achievement: A large-scale study of self-determination theory
No full textApplications of self-determination theory in second or foreign language (L2) learning have continuously provided crucial implications but remain limited in terms of sample scope and the comprehensiveness of tested models. This is particularly important in a large yet under-researched context such as Saudi Arabia, as it enables a stronger assessment of the external validity of the theory. In this study, data were collected from 815 undergraduate students across 35 universities in the country to examine the relationships among the three basic psychological needs, intrinsic motivation, classroom engagement, and grade point average (GPA) in English as an L2. Results showed that variable levels were moderate. A series of one-way ANOVAs indicated that all study variables were consistent across age, gender, and geographical location. Using set-exploratory structural equation modeling (set-ESEM), we found that the effect of the three basic psychological needs and intrinsic motivation on GPA was solely indirect through classroom engagement. Moreover, the influence of classroom engagement on GPA was itself indirectly mediated by intrinsic motivation. Implications for both theory and L2 educational practice are discussed
When my teachers think I can, then I know I can: A systematic review
No full textThis systematic review investigated teacher expectations of students learning an additional language, in the context of either immigrant students as a minority in the classroom or of all majority-group students learning a foreign language together. Only 28 studies could be located. The review found some negative teacher expectations and beliefs towards and about immigrant students. Most teachers appeared to lack training for teaching their second language learners (SLLs), but many appeared reluctant to engage in additional professional development because the offerings were considered inadequate. However, some studies offered detailed descriptions of teacher practices that had significantly increased their SLLs’ learning and psychosocial outcomes. Given the multicultural nature of many of today’s classrooms, there is a clear need for additional studies in this field and for high-quality professional development
Two decades of research on ELT textbook content: A bibliometric and content analysis
No full textUsing high-quality articles obtained from the Web of Science Core Collection, this paper seeks to offer an overview of research on ELT textbook content spanning from 2003 to 2022. We first identify publication trends, prolific journals, highly cited papers, and influential references. Then, we code the collected data across four dimensions: research topics, analytical tools, textbook types, and textbook levels. Key findings reveal that there is growing academic interest in this field, with vocabulary and gender ideology as prominent themes, alongside emerging topics like task, linguistic complexity, and environmental values; and we find that corpus-based and (critical) content analyses are widely used methods. Furthermore, the distribution of research efforts appears uneven across primary school, secondary school, and university levels, as well as in the study of general English textbooks and English textbooks for specific purposes. This paper will be valuable for stakeholders involved in ELT textbook development, particularly those new to the field and seeking guidance on current research trends, methodological approaches, and emerging themes in textbook content analysis
The influence of task type and learner language background on writing production and anxiety: A Bayesian linear mixed-effects analysis
No full textDespite growing interest in task-based language teaching (TBLT), limited empirical work has examined how different rhetorical task types influence second language (L2) writing development, especially in relation to affective variables, such as writing anxiety. Existing research in TBLT has largely focused on cognitive dimensions, often neglecting individual differences in learners’ emotional responses. Moreover, Long’s (2014) call to use first language (L1) data as a benchmark in TBLT remains underexplored, complicating the interpretation of L2 performance patterns. To address these gaps, we examined the impact of task type and writing anxiety on the written performance of 140 university students (70 L1 English speakers, 70 L2 English learners). Participants completed a writing anxiety questionnaire and performed four rhetorical tasks over four weeks. Essays were assessed using syntactic complexity, accuracy, lexical complexity, and fluency (CALF) indices. Bayesian linear mixed-effects modeling was used to analyze both linguistic and affective variables. Results revealed significantly higher levels of somatic anxiety, cognitive anxiety, and anxiety avoidance among L2 writers. In both groups, increased task complexity was associated with longer clauses and more sophisticated syntax, with L1 writers showing steady gains in accuracy and fluency. L2 writers, however, exhibited greater variability: accuracy spiked during the argumentative task, while lexical diversity declined. The findings highlight the interaction between cognitive task demands and affective factors in shaping L2 writing outcomes, offering insights for TBLT researchers and pedagogical practices in L2 writing
Self-efficacy’s role within learning a new language during formal education: Systematic review, critical evaluation of past research and paths forward for research and practice
No full textSelf-efficacy is essential for persistence in learning across formal education. There are few subjects in formal education that demand more persistence than learning a new language. Researchers have noted this intersection, resulting in a burgeoning body of research examining self-efficacy’s role within foreign/second (L2) classroom language learning. The present systematic review of this literature (2006-2023) was undertaken to map the journey that the field of L2 formal education-related self-efficacy research has taken. Three research questions were addressed, each seeking to assess the state of this field and open up new avenues for research. To this end, PRISMA guidelines were followed and SSCI was exclusively employed to set a firm lower end on the quality of research reviewed. A search string was carefully designed and the search period was set between 2006 and 2023, beginning with Mills et al. (2006) which is the wellspring through which much of the research in this area has flowed. The 166 articles reviewed suggest a dependence on relatively weak research design (cross-sectional and exclusively self-report) and a predominance of tertiary education (convenience) sampling. We suggest that a lack of integration and/or comparison with longstanding second language acquisition (SLA) theories prevents substantive headway to be made. There is some hope that the dramatic rise in the number of articles has been paired with better research designs and broad array of theories employed. Researchers within and outside SLA will find the gaps presented by this review a useful guide for developing the field going forward