Studies in Second Language Learning and Teaching
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Applying latent profile analysis in foreign language anxiety research: Uncovering hidden groups
No full textTo gain a deeper understanding of the complexity of Foreign Language Anxiety (FLA), researchers have leveraged various quantitative and qualitative methods. Considering the quantitative methods, researchers have mostly relied on variable-centered approaches to examine the relationships between FLA and other variables. However, less attention has been given to person-centered approaches, which aim to identify subgroups of a population to better understand individual differences and heterogeneity. This study applies latent profile analysis (LPA), a robust person-centered method, to uncover FLA profiles and to examine the predictors and outcomes of FLA profiles. To this aim, we first reviewed person-centered methods, addressing best practices and methodological considerations for conducting LPA. For the empirical study, we gathered data from 384 tertiary-level EFL learners using a questionnaire, which measured their FLA, achievement goals, and willingness to communicate. The LPA results revealed five distinct latent profiles of FLA, characterized not only by the intensity of anxiety but also its manifestations and triggers. Each profile also showed meaningful differences in achievement goals and willingness to communicate. By applying LPA, we could gain a deeper understanding of how FLA is experienced across different learner subgroups. We believe person-centered approaches, such as LPA, provide additional value to investigate anxiety and other emotions in language education research
Learner-generated content, task engagement, affective response, and memory on technology-mediated conversation tasks
Full text linkThis study provides insight into the role of learner-generated content (LGC) in affective response and engagement during interactive tasks on a video conferencing platform. It also examines task content, affect and conation with respect to recall of the language used on tasks. The performances of four learners on recommendation tasks are analyzed in detail, comparing LGC with teacher-generated content (TGC). Results reveal that when listening to technology-mediated recommendations based on LGC, the information-receivers in the study took a more active role in the online tasks, interacted more with the speakers, displayed more positive emotions, felt more interested and focused, and were better able to recall the language and content that the speakers used. The results also revealed that the impact of LGC was consistent across learners of different first languages (Chinese, Indonesian), genders (female, male) and cultures (Confucian, Muslim) and that the effect of LGC in one technology-mediated context was comparable to the effects of LGC documented in previous research in face-to-face contexts. The study expands research on the role of the learner in task-based language teaching to measures of affect via facial analysis as well as language retention by learners in the receptive role of technology-mediated interactive tasks
How do text type, prior vocabulary knowledge, and working memory capacity affect second language incidental vocabulary learning through reading?
Full text linkIncidental vocabulary learning through reading may be influenced by a range of learner-internal as well as learner-external factors. This study, specifically, examined the potential impacts of three factors: text type, prior L2 vocabulary knowledge, and working memory capacity. Forty-six 1st grade high school students in Korea completed a battery of tests: (a) the Vocabulary Levels Test and (b) a reading span task as measures of prior vocabulary knowledge and working memory capacity, respectively. All the participants read two texts (one narrative and one expository) containing pseudowords and completed two reading comprehension tasks. Immediately after reading and again two days later, two measures of vocabulary gains were administered: (a) a form recognition test and (b) a meaning recognition test. The results revealed that the narrative text was more effective in aiding L2 vocabulary acquisition in the long term than the expository text. Both prior vocabulary knowledge and working memory capacity played facilitative roles in the lexical inferencing process and retention, but working memory capacity had much stronger effects throughout all the posttests. A significant interaction between text type and working memory capacity was also observed, suggesting that the text type effective for incidental learning differed according to learners’ individual differences in language learning aptitude. Some implications for designing the classes that implement incidental vocabulary learning are discussed
Positive psychology in L2 speaking: The predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit
Full text linkThis study investigates the impact of positive psychology factors on English as a foreign language (EFL) learners’ second language (L2) speaking proficiency. Specifically, it examines the predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit on L2 speaking proficiency. Data were collected from 271 EFL learners enrolled in IELTS speaking courses, utilizing validated scales and IELTS-based speaking tasks. Through structural equation modeling, relationships between psychological constructs and L2 speaking proficiency were analyzed. The results showed significant direct relationships between speaking enjoyment and L2 speaking proficiency, as well as between the ideal speaking self and proficiency. Crucially, L2 speaking grit was found to partially mediate the relationships between both enjoyment and L2 speaking proficiency, as well as the ideal self and L2 speaking proficiency. These findings underscore the importance of positive psychological factors in language learning, particularly highlighting the significant interplay of enjoyment, the ideal self, and grit in fostering L2 speaking development. The study provides insights for teachers, emphasizing the need to incorporate strategies that cultivate positive emotions, support the development of learners’ ideal L2 speaking self, and promote resilience in the face of challenges, ultimately leading to improved speaking skills
Recast frequency and the acquisition of English articles in a computer-mediated context
Full text linkThis study examines the role of recast frequency and its effectiveness in the acquisition of English articles in a computer-mediated context. Sixty-one pre-intermediate university language learners in Turkey were randomly divided into four main groups: high frequency recast (HF), low frequency recast (LF), test control, and task control groups. The learners in the HF and LF recast groups completed five and two tasks, respectively, in a video-conferencing environment and received oral recasts on their incorrect use of English articles. Learners in the test control group only took the pre and posttests, and learners in the task control group completed five tasks without receiving feedback on the target structure. The outcome was measured through online picture description and error correction tasks. Findings showed that in the picture description task, learners in the HF group performed significantly better than those in the LF recast group and the control groups. In the error correction task, the results revealed a short-term advantage for learners in the HF group, which faded away in the delayed posttest. Significant correlations were also found between the recast frequency and learners’ score improvement in the immediate and delayed picture description tasks but not in the error correction tasks. These results suggest that recast quantity may play an important role in improving learners’ accuracy of their oral production
“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning
Full text linkThe impetus of this study is to investigate students’ attitudes towards online language learning based on their previous academic experiences and year of study, including the decision to major or minor (i.e., motivation). A total of 975 students completed a survey questionnaire consisting of background information, Likert scale items, and open-ended questions. The quantitative data were analyzed using an exploratory factor analysis and one-way ANOVAs and were complemented with qualitative data based on students’ responses. Findings indicate that students generally want consistent access to online learning, and that students with prior online-learning experience or with a desire to take an online course presented a statistically significant more positive perception of online language classes. There were also differences in perception of success in the online classes between those students who intended to major or minor in the language and those who did not. The results further revealed a decline in perception of success in online classes with the higher-level classifications (i.e., year of study). This study provides baseline attitudinal data to be built upon in future research and informs stakeholders of language programs in their curricular decisions
Understanding cultural specificity of positive emotions in SLA: The antecedents of foreign language enjoyment and peace of mind in the Chinese context
Full text linkRecent evidence suggests that Chinese foreign language (FL) learners’ positive emotional experiences are conveyed not only by the prevalent emotion of foreign language enjoyment (FLE), but also by the culture-specific emotion of foreign language peace of mind (FLPOM) which describes an inner state of peace and harmony. This study seeks to determine the role of various demographic and learner- and teacher-related factors in arousing FLE and FLPOM in the Chinese context. Participants were 436 learners from four Chinese middle schools. Multiple regression analyses revealed that learners’ attitudes towards the teacher (i.e., a teacher-related variable) was the strongest predictor for FLE, whereas FLPOM was best predicted by learners’ attitudes towards the FL (i.e., a learner-internal variable). Moreover, the variance in FLE was better accounted for by teacher-related variables (52.4%) than by learner-internal variables (40.1%), whereas the variance in FLPOM was better explained by learner-internal variables (42.3%) than by teacher-related variables (34.7%). Practical implications for teaching FL in the Chinese context are discussed
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach
Full text linkAdopting a sequential mixed-methods approach, the current inquiry examined English major students’ perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were invited to take part in interview sessions as well. The inspection of the correlations between the constructs indicated a strong association between student academic engagement and teacher confirmation as well as a close connection between student academic engagement and teacher credibility. This showed that the academic engagement of Chinese EFL students is tied to these teacher interpersonal behaviors. The contribution of teacher confirmation and credibility to Chinese EFL students’ academic engagement was also examined using path analysis, which demonstrated that Chinese EFL students’ academic engagement was predicted by teacher credibility and confirmation. Additionally, the interview outcomes proved the integral role of these two communication behaviors in increasing Chinese students’ engagement. Findings may have some noteworthy implications for teacher educators and language instructors