Studies in Second Language Learning and Teaching
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Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity
Full text linkThe present study employs regulatory focus theory (Higgins, 1997) to investigate the effects of L2 speakers’ chronic regulatory focus on their L2 pragmatic versus grammatical awareness. It involved the participation of 121 Chinese students, who are English language learners, at a university in the United States. Haws et al.’s (2010) questionnaire was used to examine the participants’ regulatory dispositions, and a judgment task was adapted from Bardovi-Harlig and Dörnyei (1998) to assess participants’ awareness of grammatical and pragmatic errors, as well as the severity of each type of error. Multiple regression results largely confirmed the predictions. Prevention regulatory focus, concerned with obligations, responsibilities, and negative outcomes, predicted L2 speakers’ recognition of grammatical errors and their severity. Conversely, promotion focus, which emphasizes growth, accomplishments, and positive outcomes, positively predicted L2 speakers’ perceptions of pragmatic error severity. These findings contribute to the understanding of how differences in chronic motivational orientations can lead to different L2 use patterns and characteristics
Investigating EFL children’s task motivation concerning the use of models as written corrective feedback
Full text linkThis study investigated how the inclusion of model texts as a feedback technique affected students’ task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The treatment groups received feedback that incorporated model texts as examples of proficient writing, while the control group self-corrected their texts. Task motivation was assessed through self-report questionnaires and focus group interviews. The findings showed that the children responded positively to the use of model texts, particularly those children who had been exposed to this type of feedback over a longer period. While some expressed a preference for more explicit error correction, their overall enjoyment, improvement, as well as enthusiasm for collaborative work highlight the value of integrating model texts into the EFL classroom. Based on these findings, pedagogical implications will be discussed
Relative complexity in a model of word difficulty: The role of loanwords in vocabulary size tests
Full text linkRecent studies have shown that the frequency effect, although long used as a guide to word difficulty, fails to explain all variance in learner word knowledge. As such, a “more than frequency” conclusion has been offered to explain how lexical sophistication accounts for word difficulty. This study presents a multiple regression model of word-learning difficulty from a data set of monolingual Japanese first language (L1) learners. Vocabulary Size Test (VST) scores of 2,999 L1 Japanese university students were converted to logit scores to determine the word-learning difficulty of 80 target words. Five lexical sophistication variables were found to correlate with word-learning difficulty (frequency, cognate status, age of acquisition, prevalence, and polysemy) above a practical significance threshold. These were subsequently entered into a regression model with the logit scores as the dependent variable. The model (R2 = .55) indicates that three lexical sophistication variables significantly predicted VST scores: frequency (ß = -.28, p = .029), cognateness (ß = -.24, p = .005), and prevalence (ß = 0.22, p = .040). Despite suggestions that complexity studies be interpreted considering what is understood about the construct of linguistic complexity, researchers have rarely made explicit the differences between absolute and relative complexity variables. As some variables can be shown to vary in complexity according to the L1 population, these must be considered in discussions of test generalizability. Although frequency will continue to be the primary criterion for the selection of lexical items for teaching and testing, the cognate status of words can be used to predict the potential learning burden of the word more precisely for learners of different L1 backgrounds
Modelling trait and state willingness to communicate in a second language: An experience sampling approach
Full text linkThis study investigates whether demographics, L2 enjoyment, L2 anxiety, psychological well-being, or Informal Digital Learning of English (IDLE) affected willingness to communicate in L2 (L2 WTC) at trait and state levels. Across two weeks, 16 Hong Kong EFL students completed pre-and post-trait-level surveys and generated 1,120 state-level responses via the experience sampling method (ESM). The survey findings revealed that students who were older, had higher language proficiency, or had higher pre-WTC digitally reported higher L2 WTC in the classroom. Students who studied English longer, had higher language proficiency, had higher pre-psychological well-being, had a higher standard deviation L2 WTC over 14 days, or had higher teacher appreciation showed higher L2 WTC outside of class. Students with higher language proficiency, higher pre-WTC digitally, or higher post-psychological well-being reported higher L2 WTC in digital settings. The ESM findings revealed that students with higher teacher appreciation, currently engaged in productive IDLE or both receptive and productive types of IDLE, currently experienced greater L2 enjoyment, or currently experienced greater well-being had higher L2 WTC now. Our findings contribute to (a) L2 WTC, informal language learning, and positive psychology theories, and (b) teachers’ strategies to enhance students’ L2 WTC overall and in the moment
When to switch captions off? Exploring the effects of L2 proficiency and vocabulary knowledge on comprehension of captioned and uncaptioned TV
Full text linkThe extent to which L2 television is viewed by foreign language learners will depend on the degree to which it is understood. The addition of captions has been shown to support comprehension (e.g., Birulés-Muntané & Soto-Faraco, 2016; Montero-Perez, Peters, & Desmet, 2014), especially when proficiency is low (e.g., Lavaur & Bairstow, 2011). Yet, little is known about the extent to which captions benefit comprehension as L2 proficiency increases. This study seeks to investigate the effect of captions at different proficiency levels, and to identify the level at which captions cease to enhance comprehension. A total of 250 Catalan/Spanish university students, who had L2 English proficiency ranging from A1 to C2, viewed nine episodes of an English TV series with and without captions. Results showed that captioned viewing had a significant advantage over uncaptioned viewing in comprehension tests with multiple-choice and true-false items, and that learners with higher L2 proficiency and larger vocabulary performed better. While having access to captions increased the odds of a correct response independently of learners’ L2 proficiency and vocabulary knowledge, the additive benefits of captions were no longer significant at the C2 level, suggesting a threshold beyond which uncaptioned viewing does not negatively impact comprehension. Pedagogical implications are discussed
Exploring the psychometric properties of the Grammar Learning Strategy Inventory in the Chinese EFL context
Full text linkLearning a second language is a life-long process requiring acquaintance with a repertoire of language learning strategies (LLS). Despite copious research on LLS and their role in fostering autonomous learning, few studies have examined strategies employed when trying to master specific subsystems of the target language, especially grammar. Meaningful communication in a second language hinges on implicit or highly automatized grammar knowledge, which, given the limitations of classroom-based grammar instruction, must for the most part be developed by learners themselves outside the classroom and this can best be achieved through adept use of grammar learning strategies (GLS). Our knowledge of the GLS, however, is scant, an issue that can be addressed either by designing reliable GLS measurement instruments or revalidating the few existing ones. This study adopts the latter approach by investigating the psychometric properties of Pawlak’s (2018) Grammar Learning Strategy Inventory (GLSI) in the Chinese context. The tool was administered to 923 English majors, and the responses were subjected to exploratory and confirmatory factor analyses. We found that all seven strategy categories included in the original instrument showed acceptable composite reliability and discriminant validity. The paper concludes by suggesting further revalidation of the GLSI and proposing avenues of research that employ methodological innovations to shed further light on GLS
Research methods for understanding child second language development
Full text linkThis book offers a comprehensive overview of research methods and techniques specifically tailored for child second language development, an under-explored area in broadly SLA. It is of great pedagogical value that it includes many case studies that illustrate the ways the methods are used in a step-by-step manner, particularly to practitioners, i.e., language teachers at primary schools. This book is a timely and valuable contribution, which is very helpful to both experienced researchers and new beginners, and thus worthy of recommendation
Promoting equity in study abroad: A focus on first-generation and students of color in the USA
Full text linkEducation abroad is considered a high-impact practice with short-term benefits such as intellectual development and higher retention and university graduation rates, along with more long-term benefits such as personal and professional development. Thus, it is important to ensure that all students have an equal opportunity to study abroad; however, research shows that this is not the case. For example, in the United States, the majority of study abroad participants are white (68% according to Institute of International Education [IIE], 2022), and the racial and ethnic diversity of study abroad participants is well below the percentage of undergraduate students of color overall. First-generation college students also make up a small proportion of the students who study abroad, with some coming from racial and ethnic minoritized backgrounds as well. This lack of diversity in study abroad should be a major concern for institutions of higher education. To address this issue at our own university, we surveyed 137 first-generation and students of color to gather data on their interests, opinions, and reservations about study abroad. Results demonstrate that they are overwhelmingly positive about study abroad but are concerned about cost, fitting it into their degree plan, and not knowing languages other than English. Additionally, 81% reported that they did not know where to start or how to get involved in study abroad. These results suggest that a more equity-minded approach with targeted interventions is needed to increase study abroad participation among first-generation and students of color