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Abstract: Previous studies report that exposure to the Māori language on a regular basis allows New Zealand adults who cannot speak Māori to build a proto‐lexicon of Māori—an implicit memory of word forms without detailed knowledge of meaning. How might this knowledge feed into explicit language learning? Is it possible to “awaken” the proto‐lexicon in the context of overt language learning? We investigate whether implicit linguistic knowledge represented in a proto‐lexicon gives any advantages for intentional language learning in a tertiary educational environment. We conducted a three‐task experiment which: (a) assessed participants’ Māori proto‐lexicon, (b) assessed their phonotactic knowledge, and (c) tested them on Māori vocabulary that they had been exposed to during the course at two time points. The results show that students with larger Māori proto‐lexicons learn more words in a classroom setting. This study shows that proto‐lexicon acquired from ambient exposure can lead to significant benefits in language learning.

Abstract: Previous research has shown that non-Māori Speaking New Zealanders have extensive latent knowledge of Māori, despite not being able to speak it. This knowledge plausibly derives from a memory store of Māori forms (Oh et al., 2020; Panther et al., 2023). Modelling suggests that this ‘proto-lexicon’ includes not only Māori words, but also word-parts; however, this suggestion has not yet been tested experimentally. We present the results of a new experiment in which non-Māori speaking New Zealanders and non-New Zealanders were asked to segment a range of Māori words into parts. We show that the degree to which segmentations of non-Māori speakers correlate to the segmentations of two fluent speakers of Māori is stronger among New Zealanders than non-New Zealanders. This research adds to the growing evidence that even in a largely ‘monolingual’ population, there is evidence of latent bilingualism through long-term exposure to a second language.

Previous reading research on incidental word learning as product and process has largely employed computer- or paper-based delivery methods. The present study uses a novel combination of offline and online measures to examine the effects of mobile media (mobile phone and tablet) compared to traditional media (paper and computer) on incidental L2 word learning from reading at three stages: the acquisition outcome, the acquisition process, and the posttest recall. One hundred fifty-six participants were assigned to one of the four media conditions with their eye movements recorded. We examined the acquisition outcome using form recognition, meaning recognition, and meaning recall posttests. We examined the acquisition process using summed first fixation duration, summed gaze duration, and summed fixation time. We used response time to examine the posttest recall. Our results show that mobile-assisted reading yielded an equivalent performance in word learning accuracy, allocated visual attention, and response time compared with paper-based reading that still presents a small advantage. Lower performance in one dimension of accuracy and two dimensions of attentional allocation suggest less efficiency in word learning from computer-assisted reading. This study presents a new research direction and cognitive evidence of the effectiveness of mobile-assisted language learning in word learning. We critically discuss the limitations of this study and provide suggestions for future research. [ABSTRACT FROM AUTHOR]

The role of practice has been largely overlooked in second/foreign (L2) pragmatics research. Furthermore, very few studies have directly compared the effects of different practice contexts (e.g. practice in a telecollaborative context versus practice in a face-to-face context) on L2 learners' pragmatic competence (e.g. in compliment responses [CRs]). Adopting the Skill Acquisition Theory (DeKeyser, 2015), the current study is the first to compare the influence of telecollaborative video-based practice and traditional face-to-face practice on L2 learners' pragmatic competence in CRs. Sixty-five third-year college students from a university in China received instruction on CRs. After the instruction, they were randomly assigned to a telecollaborative video-based group or a face-to-face group. Thirty-three learners participated in three-week video-based telecollaboration with first language (L1) speakers of English via WeChat (a multi-purpose application including making video calls), whereas 32 students engaged in three-week face-to-face communication with the L1 speakers of English in a classroom. The results from multi-modal discourse completion tasks on the immediate and delayed post-tests revealed that the telecollaborative video-based group outperformed the face-to-face group in pragmalinguistic accuracy, fluency, and diversity of CR strategies, demonstrating a facilitative and long-term influence of telecollaborative video-based practice on L2 pragmatic development. Pedagogical implications for L2 instructors are discussed (e.g. incorporating deliberate, authentic, and engaging telecollaborative activities into curricula). [ABSTRACT FROM AUTHOR]

Existing research has established immense importance in contextual learning for second language development. However, to provide real-life context in the learning of a foreign language is challenging. To help create such a learning environment, our previous research developed an innovative system called the R&T System, utilizing robots (R) and tangible objects (T) with Internet of Things (IoT sensors). As the R&T system is still new, there is no sufficient knowledge about what learning obstacles learners would encounter in such a context-rich environment and how best to support them. To explore these issues, in the current study, we designed an English vocabulary game to engage learners to interact with the R&T System. Adopting an action research methodology, we first conducted a pilot study with 12, fourth grade students to identify learning obstacles in a game setting. They were randomly assigned to two groups, one with learning support and the other without learning support. The experiment lasted for four weeks. Both pre-test and post-test on English vocabulary were used to measure the effectiveness of these learning support mechanisms. From the video recordings of the participants' engagement with the R&T System, the results reveal that the learning support mechanisms had positive impact on the participants' learning performance and significantly reduced the occurrences of learning obstacles. This research could serve as a useful reference for future research when designing learning support for contextual vocabulary learning supported by a robotic system. [ABSTRACT FROM AUTHOR]

Task complexity and communication modes are two task design and implementation factors that have been found to affect second language (L2) learners' oral performance. While increasing task complexity and developing tasks according to the features of face-to-face and computer-mediated communication modes can optimise L2 production, few studies attend to how the two factors affect learner engagement in task performance–a crucial but under-explored concept contributing to academic achievement. To address this gap, this experimental study investigated the impact of task complexity (operationalised as ± pre-task planning time and ± intentional reasoning demand) and communication modes (synchronous video-based computer-mediated communication, SvCMC versus face-to-face real-time communication, FTF) on L2 learners' engagement in interactive oral tasks. Sixty-four English-as-a-second-language (ESL) learners formed their self-initiated dyads to perform three interactive oral tasks (from simple to + complex and ++complex conditions) on Zoom or in a physical classroom. They were also interviewed about their affective responses to the tasks. The oral discourse of task performance and interview data were analysed in terms of behavioural, cognitive, emotional, and social engagement. The findings revealed that task complexity affected the behavioural and cognitive engagement of FTF and SvCMC learners. SvCMC learners were behaviourally more engaged in task performance than their FTF peers, but mixed results were found in cognitive engagement. Mixed affective responses were reported by FTF and SvCMC learners for all task conditions. The findings suggest that increasing task complexity may partially engage L2 learners, and teachers need to consider the affordances of the two communication modes when designing tasks to engage learners in L2 production. [ABSTRACT FROM AUTHOR]

The role of computer-assisted language learning (CALL) in developing vocabulary knowledge has been investigated extensively in the field of English for Academic Purposes with positive outcomes. However, its implications for medical education, and specifically foreign languages for medical purposes, have not received much attention. This study fills the gap by investigating a cohort (n = 22) of Indian medical students' descriptions and explanations of their preferred vocabulary learning strategies at a medical university in South China, with specific reference to their engagement with CALL technologies. The results indicate that CALL technologies are reported to support cognitive and metacognitive learning activities but not vocabulary learning in terms of compensation and affective aspects. CALL technologies are also reported to be used significantly more often to learn meaning, rather than form and use of medical vocabulary knowledge. CALL technologies can facilitate the development of more receptive instead of the productive vocabulary knowledge. This study yields pedagogical implications for using CALL applications to develop foreign language medical students' vocabulary learning strategies in the social, affective and compensational dimensions. [ABSTRACT FROM AUTHOR]

Previous studies on web-based collaborative writing have shown that task modality impacts peer interaction patterns and attention to form. However, these studies have primarily focused on contrasting a face-to-face oral condition with a text-based synchronous computer-mediated communication (SCMC) environment. Few studies have compared peer interaction patterns and attention to form between text-based SCMC and text-based asynchronous computer-mediated communication (ACMC), the two common modes of computer-mediated communication. This study aimed at filling this research gap. Participants were 22 EFL learners who worked in self-selected pairs to complete two L2 collaborative writing tasks, one through text-based SCMC and the other text-based ACMC, using Google Docs. Patterns of interaction for each pair within each task mode were identified. Attention to form was measured through language-related episodes (LREs). Quality of attention to form was assessed via learners' LRE engagement levels. The results show that task modality affected the occurrence but it did not affect the focus and outcome of LREs. Task modality, however, impacted peer interaction patterns and quality of attention to form, with more collaborative pair dynamics and elaborate LRE engagement being generated in text-based SCMC tasks. [ABSTRACT FROM AUTHOR]

The objective of our study was to understand learners' experiences in an LMOOC (Language Massive Open Online Course) and to highlight those elements that make an LMOOC successful. Our research focused on three questions: how do learners perceive their overall experience in the course, which specific LMOOC components learners appreciate, and to what degree the course helped learners achieve their personal learning goals. For our study we collected quantitative and qualitative responses from 226 learners, and we created a unique four-dimensional analysis framework to code each unit of meaning in order to answer our research questions in a systematic way. Learners' overall experience was rated highly, and the majority of them think the course helped them achieve their learning objectives. Consuming content was the most referred and appreciated learning activity, with video interviews being the most frequently mentioned LMOOC component as well as perceived as a high contributor to both language and cultural knowledge acquisition. Variety was another highly appreciated aspect. In general, receptive activities were the most frequently mentioned and appreciated, perhaps reflecting their preponderance in the course over productive activities. We conclude with some recommendations for future directions in LMOOC development, particularly in the communicative realm. [ABSTRACT FROM AUTHOR]

Spanish is the second most common language among US children aged 5–17, with 26.8% speaking it at home. To foster cultural understanding and promote positive relationships, it's crucial to introduce young children to different languages and cultures. Preschool language education can cultivate respect and empathy, building more inclusive communities. Culturally responsive education equips children with skills to value diversity, creating a harmonious cultural climate. This article highlights the importance of learning another language (e.g., Spanish) and introduces Language Learning Circles (LCC) for preschoolers. Research indicates ages 3–6 are optimal for language acquisition, emphasizing the need for early exposure to enhance learning, and cultural appreciation. [ABSTRACT FROM AUTHOR]

A substantial body of research has investigated null arguments in L2 Chinese, showing that they can be native-like. However, recent linguistic research has demonstrated convincingly that some 'missing' arguments in Chinese should be viewed not as 'null' arguments but as a result of movement and ellipsis. These advances necessitate a revaluation of the issue of 'null' arguments in previous L2 studies which largely overlooked the role of ellipsis in accounting for missing arguments in L2 Chinese. To fill the lacuna, this study recognises the above recent advances and examines whether missing objects in English speakers' L2 Chinese parallel sentences are a result of verb raising and VP ellipsis and are genuinely native-like. Results of a picture-description task and an acceptability judgement task suggest that although L2ers, like native Chinese speakers, can accept and produce missing objects in Chinese, their native-like performance is driven by mechanisms different from those of native Chinese speakers (i.e., the missing objects are erroneously used as null objects in L2 Chinese). The findings advance our understanding of L1 vs. L2 different mechanisms for phonetically unrealised objects in Chinese, suggesting that what looks native-like in L2 may not necessarily be native-like. [ABSTRACT FROM AUTHOR]

Purpose: Despite the increasing use of technology-driven multimodal pedagogies in second-language writing education, there is a dearth of studies investigating the value and design of multimodal text feedback. Based on Chong's (Chong, S. W. 2019. "College Students' Perception of e-Feedback: A Grounded Theory Perspective." Assessment & Evaluation in Higher Education 44 (7): 1090–1105. ) tripartite conceptualization of written feedback, this article examines the effectiveness of the multimodal text feedback approach by exploring its influence on the technical, socio-emotional, and personal aspects of feedback. Design/methodology/approach: The study was conducted in a second-tier university in southeastern China. The researchers collected 57 participants' responses to a questionnaire survey regarding the effectiveness of multimodal text feedback and then conducted semi-structured interviews with 17 participants. Findings: Qualitative and quantitative analysis confirms multiple positive impacts of multimodal text feedback, such as improving technical features of students' writing and enhancing teacher-student relationships. Originality/value: The findings not only inform language-writing instructors with regard to the process-based design of multimodal text feedback but also lead to the proposal of a comprehensive conceptual framework for evaluating the interplay between different aspects of feedback. [ABSTRACT FROM AUTHOR]

Purpose: Despite the growing interest in the applicability and value of educational research for improving educational policy and practice, few studies have demonstrated how English-as-a-second-language (ESL) teachers apply research findings in their second language (L2) teaching. This paper reports on a study in which four Hong Kong ESL teachers were given research findings about L2 vocabulary teaching and learning and how they engaged in professional development (PD) sessions with a researcher specialising in vocabulary teaching and learning to make sense of the research findings. Methodology: In addition to the dialogues between the researcher and teachers, individual semi-structured interviews with the participating teachers were audio-recorded and analysed using Interpretative Phenomenological Analysis. Findings: Our analysis revealed how ESL teachers made sense of the research literature to inform their L2 vocabulary teaching practices by (1) bridging the gap between the school culture and practices and empirical research findings; (2) connecting the researcher's explanations of the theoretical literature to real-life pedagogical practices; and (3) explaining how research findings can be applied to future classroom teaching and learning. Originality/Value: Based on the findings, we argue that professional dialogues between teachers and a researcher can facilitate the creation of a dialogic space for teachers to deploy their knowledge, including but not limited to pedagogical knowledge and beliefs, prior language learning experiences, and teaching experiences, to better understand research findings, thereby challenging their existing thinking and teaching. Such a dialogic space provides an opportunity for teachers to reflect on their pedagogical practices, which can promote quality teaching. [ABSTRACT FROM AUTHOR]

With the development of globalization, learning a second language has received increasing attention from people. To improve English oral proficiency, a computer-aided online learning system for English oral pronunciation is studied. A denoising autoencoder is integrated into the system to create a simplified end-to-end recurrent neural network for pronunciation detection and diagnosis based on deep learning. The study first collected and preprocessed oral pronunciation data of English learners, including enhancing speech signals and reducing noise. Next, an RNN model with Long Short-Term Memory (LSTM) as the core was constructed to capture time series characteristics in pronunciation. And use DAE to extract features and reduce the influence of background noise to enhance the recognition of pronunciation features. At the same time, the study utilized web crawler technology to collect a large amount of oral pronunciation data from non-native English learners, and constructed an English oral corpus containing pronunciation errors. And in order to simulate real situations, white noise and pink noise were artificially added to the corpus in the study, and they were divided into training and testing sets in a ratio of 60% to 40%. The results showed that the classification accuracy of the system in the training and testing sets under white noise environment was 78.97% and 94.01%, respectively, and the classification accuracy in the pink noise environment was 76.19% and 94.03%, respectively. The system's error detection accuracy in vowel and consonant pronunciation detection is 88.91% and 91.68%, respectively, and the error correction accuracy in vowel and consonant pronunciation detection is 90.67% and 91.96%, respectively. In summary, the research on computer-aided online learning of English oral pronunciation based on Denoising Auto Encoders end-to-end recurrent neural networks has effectively improved learning efficiency. [ABSTRACT FROM AUTHOR]

The use of students’ first language (L1) in additional language (L2) instruction has been a recurring theme in language education research. While research has documented the amount of L1 use and its purposes in L2 instruction, little research has investigated the multifaceted motives that influence language choices at the micro level of social activity where language learning takes place. This study contributes new perspectives by exploring the beliefs of teachers and students from two cases of Norwegian use during English lessons, applying video‐stimulated recall in semistructured interviews to elicit reflections about observed language choices in concrete classroom interactions. The findings revealed the complexity of factors influencing language choice in the L2 classroom. First, although teachers agreed on a mainly English ideal, competing beliefs led to varying instructional practices. Second, monolingual ideals were stronger among the students in comparison with their teachers, but these ideals operated alongside an affective dimension of language choice in interactions with the teacher and group work with peers. The study demonstrates how teacher and student beliefs are influenced by macro‐level sociopolitical discourses about multilingualism and indicates that language choice is influenced by such beliefs in combination with more temporary stances and roles. [ABSTRACT FROM AUTHOR]

The article discusses the importance of conducting grammatical analysis to describe grammatical complexity in learner language. It critiques the use of omnibus measures that overlook specific grammatical structures and syntactic functions, advocating for a more principled linguistic analysis. The authors argue that a comprehensive understanding of grammatical complexity in English learner language requires a detailed examination of grammatical structures and syntactic functions. They highlight the limitations of relying on general measures and emphasize the need for collaboration between SLA researchers and grammarians to develop linguistically adequate methods. [Extracted from the article]

The present paper provides an overview of an online module for formative assessment of summary writing skills for second language (L2) introductory academic writing instruction in Japan and presents initial empirical results on how Japanese undergraduate students' summary writing performance changed with a series of automated summary content feedback delivered in the module. A key feature of this module was the provision of fine-grained feedback delivered as scaffolding during revisions in terms of two key aspects of summary content: main idea representation and paraphrasing. Participants were 64 Japanese undergraduate engineering majors in introductory academic writing courses at a private university in Tokyo. The students completed two summary writing tasks provided through the online module. Results of a multivariate analysis of variance showed significant improvement of the content analytic score on revision on the initial summary task, and that this improved performance level was retained on a transfer task. The language use analytic score also improved significantly on the transfer task. Detailed analyses of learner-produced summaries based on descriptive statistics further suggested that the learners made substantively meaningful changes concerning main idea coverage and verbatim copying of the source text while still meeting the length requirement, although the results differed somewhat across the source texts assigned. Despite some study limitations, these results provide initial support for immediate content feedback provision for the development of basic summary writing skills. [ABSTRACT FROM AUTHOR]

This systematic review synthesizes the literature (involving 62 empirical studies) regarding the effectiveness of cognitive linguistics‐inspired language pedagogies (CL‐ILPs) on second language (L2) learning. It begins with an overview of the main theoretical tenets of cognitive linguistics followed by a description of the data selection, coding, and analysis. Then, besides noting a sharp increase of research on CL‐ILPs in the past 20 years, the review presents four main findings: (a) While various language features have been taught in CL‐ILPs, the teaching targets of CL‐ILPs have been mainly low‐schematic constructions, such as phrasal verbs and prepositions, but a few recent studies have explored the teaching of clause‐ or sentence‐level structures including conditional clauses, (b) conceptual metaphor, cognitive grammar, construction grammar, and cognitive semantics have been the main guiding cognitive linguistics theories applied in language teaching, and the hallmark teaching practices of CL‐ILPs include the use of technology‐supported or technology‐delivered visuals, schemas, and diagrams; embodied activities; and group and/or pair work, (c) methodologies used in CL‐ILP research have become increasingly sophisticated, and (d) CL‐ILPs have been found to be effective in 93.5% (i.e., 58) of the 62 reviewed studies covering learners of different age groups, first languages, and learning contexts. These findings are discussed to uncover insights concerning CL‐ILP research. Pedagogical implications and future research directions are also discussed. [ABSTRACT FROM AUTHOR]

The article discusses the impact of social aspects on language learning during study abroad programs. It highlights the varied results among programs and learners due to social experiences. The special issue focuses on linguistic outcomes, social engagement, and instructional interventions during study abroad. The papers in the issue explore language learning outcomes shaped by social interaction and instruction, providing a nuanced understanding of language learning in dynamic contexts. [Extracted from the article]

The article discusses the conceptual and methodological challenges surrounding complexity and difficulty in second language acquisition research. It highlights the distinction between complexity as structural properties of linguistic items and difficulty as cognitive costs associated with acquiring and using these items. The authors propose core measures for researchers to promote replicability and knowledge accumulation. The commentary also touches upon debates on complexity measurement, syntactic units of analysis, and the consideration of word meanings in analyzing complexity and difficulty. The article emphasizes the need for complementary measures at different levels of granularity and sensitivity to language-specific features. [Extracted from the article]

The article discusses the distinction between complexity and difficulty in second language acquisition, proposing to add new constructs to the existing complexity-accuracy-fluency (CAF) triad. The authors suggest incorporating difficulty and appropriateness into the framework, leading to the acronym CAFDA. Additionally, the article introduces the idea of extending the CAF paradigm to CAFIC, with "I" representing idiomaticity and "C" representing coherence, to encompass new measures related to conventionalized language use. The authors emphasize the need for clarity in defining key notions and the importance of developing precise delineations for the new constructs. [Extracted from the article]

The article "Optionality, Complexity, Difficulty: The Next Step" discusses the importance of considering variation and optionality in language learning, particularly in relation to complexity and difficulty. The authors highlight the distinction between complexity and difficulty, emphasizing the need to explore the relationship between these concepts in the context of optionality in learner language. They suggest that further research on the triad of optionality, complexity, and difficulty could enhance our understanding of second language acquisition. The article also references previous studies on grammatical alternations and language proficiency to support their arguments. [Extracted from the article]

The article "Is This (Becoming) a Theory of Second Language Acquisition?: A Commentary on 'Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview'" by Jonas Granfeldt from Lund University discusses the concepts of complexity and difficulty in second language acquisition research. The author argues that while focusing on difficulty may enhance the research agenda in second language acquisition, the concept itself may not be helpful. The article explores how complexity and difficulty relate to development and proficiency in language acquisition, highlighting the need for clear definitions and further research in this area. [Extracted from the article]

Given the importance of learning contexts in second language (L2) learning, study abroad (SA) has received due attention in the L2 literature, as this context has been proposed to accelerate L2 development. In line with recent efforts to synthesise the effects of SA on L2 learning, the present study reports a meta-analysis of the effects of SA experience on the development of L2 fluency compared to the at-home environment. Our dataset comprised 14 between-group studies, all based on quasi-experimental designs, including a comparison group. The results indicate that the SA context had an overall medium effect (Hedges’ g = 0.65, SE = 0.10, 95% CI [0.44, 0.87]) on the development of L2 fluency compared to its at-home counterpart. We also identified several variables related to learner characteristics and SA programme features and further examined their moderating effects on SA. Based on our findings, an in-depth discussion of how these variables are related to the effectiveness of SA was provided, and recommendations for L2 learners and SA researchers involved in SA programmes were proposed. [ABSTRACT FROM AUTHOR]

This study investigated how repeating a video‐lecture‐based task affects second language (L2) learners’ processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group), whereas another 30 participants did the same task three times (repetition group). The two groups then completed unannounced vocabulary posttests. The remaining participants engaged in stimulated recall after performing the task once, twice, or three times. The repetition group made greater gains in vocabulary knowledge than the control group, and the repetition group's visual attention to the target words declined during repeated viewing. The amount of attention to the target words emerged as a predictor of delayed meaning recall, with task repetition decreasing the strength of this relationship. Stimulated‐recall participants repeating the task reported increased awareness of specific aspects of the target words. [ABSTRACT FROM AUTHOR]

This study was undertaken at a Mongolian community language school which aims to support Mongolian heritage children to learn their home language and culture. The learners were aged 4–15 years with diverse abilities in the Mongolian language. Informed by both purpose-developed Needs and Interest Analyses, a task-based language teaching (TBLT) program was developed and implemented over a six-month period. To evaluate the usefulness of this, two methods were utilised. Firstly, learners’ task-based interactions were recorded regularly, transcribed and qualitatively analysed. Secondly, stakeholder feedback was elicited via interviews. The findings showed that the learners interacted in ways facilitative of second language acquisition (i.e., they received abundant input, used a variety of interactive strategies, provided peer scaffolding, and modified their output according to the feedback). They also engaged in translanguaging to support their understanding and meaning making. Stakeholder feedback pointed to some challenges, but also many positive outcomes. [ABSTRACT FROM AUTHOR]

AbstractSiegel claimed that teachers are obliged to provide grounds whenever demanded, as a result of which they must be able to subject to scrutiny whatever they teach. In this paper, however, and taking as a reference Wittgenstein’s On Certainty, it is shown that such a demand cannot work for second language teachers because their main task consists in transmitting ungrounded certainties. To clarify this point, I begin by presenting Wittgenstein’s conception of ‘certainty’, and explaining why I think he was right to provide examples of teachers who refuse to answer their students’ doubts concerning certainties. Thereafter, I analyze two kinds of grounds – i.e. historical and practical – with which a second language teacher might reply to the students’ queries about the certainties that he aims to transmit to them. This will enable me to reveal the consequences of such replies and, by extension, the scenario that would result from allowing students to decide whether they accept whatever is taught to them. In this way, I will show not only that Siegel’s demand is unfeasible, but also why second language teaching provides a clear example that the acquisition of certainties constitutes a final goal in education. [ABSTRACT FROM AUTHOR]

Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and initially validate the Context-Aligned Two Thousand Test (CA-TTT), following open research practices. The CA-TTT is a test of written form–meaning recognition of high-frequency vocabulary aimed at beginner-to-low intermediate learners of French at the end of their fifth year of secondary education. Using an argument-based validation framework, we drew on classical test theory and Rasch modeling, together with correlations with another vocabulary size test and proficiency measures, to assess the CA-TTT's internal and external validity. Overall, the CA-TTT showed high internal and external validity. Our study highlighted the decisive role of the curriculum in determining vocabulary knowledge in instructed, low-exposure contexts. We discuss how this might contribute to under- or over-estimations of vocabulary size, depending on the relations between the test and curriculum content. Further research using the tool is openly invited, particularly with lower proficiency learners in this context. Following further validation, the test could serve as a tool for assessing high-frequency vocabulary knowledge at beginner-to-low intermediate levels, with due attention paid to alignment with curriculum content. [ABSTRACT FROM AUTHOR]

This study examines the collaboration patterns of authors, affiliations, and countries/regions in articles published in the top fifteen Social Science Citation Index–indexed linguistics journals from 2014 to 2023. Social network analysis is conducted through Gephi and VOSviewer to analyze the collaboration patterns, research foci, and trends of 4,731 co-authored articles using quantitative data and qualitative interpretations. The findings indicate a robust increase in academic collaboration in the top fifteen linguistics journals over the decade, growing by over 10% to encompass almost 80% of the 6,417 articles. Pair collaborations dominate at the author, affiliation, and country levels. Also, the collaboration networks of authors, affiliations, and countries all possess small-world properties, facilitating smooth information flow. Despite their inclusion in the prolific country list, non-native English-speaking Asian countries and regions like China, Japan, Hong Kong (China), and Taiwan (China) lag behind Anglo countries in academic leadership. Major research themes include second language acquisition, second language writing, and English as a foreign language, with significant trends towards sociocultural and multilingual approaches and the broadened application of technology-enhanced measures. The implications and limitations of the findings are also discussed. [ABSTRACT FROM AUTHOR]

The present study investigates the possible impact of language ideologies on second language proficiency. Based on interviews and a thematic analysis, we explored language ideologies among French long-term residents in Stockholm, Sweden. The participants had contrasting proficiency levels in the host community language: five were categorised as low-performers of Swedish and five as high-performers of Swedish, based on two linguistic measures. Overall, low-performing and high-performing language users in this sample of French long-term residents in Sweden appear to hold different ideologies related to mobility and language learning. While the low-performers tend to adhere to efficiency-related ideologies and a universalist cosmopolitan worldview, where English as a lingua franca is the most significant capital, the high-performers adhere to ideologies that are more identity-based and closer to assimilationist or nationalist views, where the participants see themselves as joining a majority culture into which they should adapt. High host language proficiency is seen as necessary capital for this. All in all, the study makes a clear case for further studies exploring language ideologies in relation to second language acquisition. [ABSTRACT FROM AUTHOR]

Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address this gap, the paper reports a study that examined the ways in which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with each other and affect motivated learning behaviour in the case of 238 Iranian students majoring in English. The data were collected through an online questionnaire and, following confirmatory factor analysis, were subjected to path analysis. Among other things, the results showed that intended effort was the consequence of a complex interplay of factors, with the combined impact of these factors not always being obvious. It was also revealed that L2 motivation may in some circumstances be positively influenced by academic emotions that are generally considered to have a detrimental effect on L2 learning (i.e. anxiety, boredom). [ABSTRACT FROM AUTHOR]

Events can be perceived from different perspectives. Langacker, Ronald W. (1990. Subjectification. Cognitive Linguistics 1. 5–38) typologically categorised the perspectives in event construal as subjective construal and objective construal based on how egocentric a perspective is. Compared with Western languages, such as English, Japanese is argued to be a language that favours subjective construal. However, little empirical work has tested this assumption directly. We investigated whether Japanese and English construe events from different perspectives by focusing on the linguistic encodings of event roles “agent” and “patient”. Our findings show that when selecting event roles as sentence subjects, Japanese speakers prioritised animacy over agency whereas English speakers emphasised agency (while also considering animacy). This can be attributed to the different preferences of the two languages for the degree of egocentricity in event construal. Furthermore, we explored how L1-based conceptualisation of event roles influences the linguistic expressions of event roles in L2. Our results demonstrate that Japanese learners of English had difficulty reconceptualising event roles in L2 English. This study adds a piece of quantitative evidence to the cognitive linguistics theory on subjective construal in Japanese and questions the universality of the agent-first hypothesis in the Thematic Hierarchy. [ABSTRACT FROM AUTHOR]

Students' learning is deeply rooted in both home and school environments. This necessitates a person-and-context perspective that considers individual, home, and school factors. This study delved into second language learning, an area inherently intertwined with these settings. Utilizing hierarchical linear modeling, the study involved 2,310 fifth-grade English–Chinese bilingual students and 109 teachers across 109 classrooms in 23 Singaporean primary schools where Chinese is taught as a second language. We examined the class compositional effect of Chinese use at home on students' Chinese language achievement and the cross-level interactions between classroom goal structures (mastery and performance goal structures) and Chinese use at home in predicting Chinese language achievement. Aggregated class-level Chinese use at home exhibited a compositional effect on students' Chinese language achievement. Additionally, the class-level Chinese use at home strengthened the positive relation between individual students' home language use and their achievement in Chinese. Moreover, classroom mastery goal structure demonstrated significant moderating effects on the relation between students' Chinese use at home and Chinese language achievement. While Chinese use at home was positively related to achievement, this relation was weaker in classes with high mastery goal structure and stronger in classes with low mastery goal structure. No main effect or interaction effect concerning classroom performance goal structure was observed. These findings highlight the intricate relation between home language exposure and classroom goal structures. Being surrounded by peers who use the second language often at home may enhance second language achievement. Furthermore, mastery-focused environments may compensate for students with limited second language exposure at home. Educational Impact and Implications Statement: Students' success in learning a second language, such as Chinese, is significantly shaped by both their home language use and the classroom environment. Our study found that classrooms where students use Chinese often at home showed better language achievement. Nevertheless, classrooms emphasizing skill mastery can compensate for students who have limited second language exposure in their homes. [ABSTRACT FROM AUTHOR]

This case study examined the extent to which participation in a Mandarin language and Chinese culture immersion program enabled the participants to increase their Mandarin language proficiency, acquire culture content knowledge, and influence their self- transformation. Descriptive qualitative and quantitative data were collected using the application form, reflective journals, content and language surveys, structured interviews, and language and culture tests. The findings indicated that: 1) Participants in the immersion program learned a new target language through language and culture content-based instruction and interactions. 2) Immersion in the target language and culture resulted in participants’ cultural content knowledge and understanding gains. 3) The program provided an opportunity for participants to engage in critical consciousness and identity construction. The study concluded that language and culture immersion is beneficial to participants. The study implies that study abroad experiences help students develop new worldviews, gain cross-cultural understanding, and expand their teaching. Future research studies will benefit from a larger sample of participants. [ABSTRACT FROM AUTHOR]

Research indicates that crime-first language ("criminal") increases stigma, but there is limited evidence comparing person-first language ("person with a conviction") to other non-deviant terminology. Using two survey experiments, we test whether using person-first language in the employment context has a mimicry effect (i.e. people adopt language they are exposed to) and whether language has a stronger influence when paired with positive employment credentials. We do not find consistent evidence of mimicry. Respondents viewing a positive credential were more likely to use person-centered or professional language and positive credentials generally improved perceptions of the applicant. However, person-first language can cancel out beneficial credential effects compared to alternative language. When considering alternatives to crime-first language, two implications emerge: positive information is more consistently influential than the terminology used, and after establishing a person has a criminal record, substituting other identity labels (e.g. person, applicant) can further reduce stigma. [ABSTRACT FROM AUTHOR]

This paper reports a case study of teaching Cantonese to Hong Kong ethnic minority pre-schoolers using process drama. Based on Deleuzo-Guattarian concepts of minor literature and language, becoming and de-/re-territorialisation, this paper aims to reconceptualise a playful adaptation of process drama developed by Joe Winston (2012) as a language-minoritising approach to the teaching and learning of a major language that is very foreign to children. The findings suggest that, to accomplish ethnic minority children's becoming Cantonese speakers, the theatre games and language play should involve minoritorisation and de-/re-territorialisation of the normative practices of process drama, the target language as well as learner identity. [ABSTRACT FROM AUTHOR]

English is used as a first language, foreign language and second language. In India teaching English as a Second Language has always been a challenging and interesting area of research. Today, learning English as a Second Language is rather chaotic because of the disorder in the LSRW learning sequence. Listening is the primary tool in language acquisition. When listening is enhanced, all the other three skills can be acquired naturally. Also, Creativity is an important aspect in an ESL classroom. So, in connection with this, a good language teacher should also act as a researcher. Action Research is a self-reflective, critical, and systematic approach to exploring one's own teaching context. The main aim of conducting action research is to identify a significant problem among the language learners. The steps involved in Action Research are - Planning, Action, Observation and Reflection. There are three categories in teacher-research orientation, and they are Descriptive, Interactive and Ideological. Action Research is used to create knowledge and implement change, which will thereby improve practice and performance. Thus, Action Research is conducted by teachers and for teachers. [ABSTRACT FROM AUTHOR]

This paper delves into the deployment of artificial intelligence (AI) tool as innovative methods for language learning. With the rapid advancement of AI technologies, there is a growing interest in leveraging these tools to enhance language acquisition processes. This paper explores various AI-driven approaches, including language learning apps, virtual tutors, chatbots, and translation services, and examines their effectiveness in facilitating language learning across different proficiency levels and learning styles. Furthermore, it is about benefits and challenges associated with the integration of AI Tools into language education, highlighting the potential for personalised learning experiences, real-time feedback, and enhanced engagement. Through a review of existing research and case studies, this paper provides insights into the practical implementation and implications of deploying AI tools as language learning methods. [ABSTRACT FROM AUTHOR]

This paper explores the effectiveness of AI-driven language learning tools such as Duolingo, Babbel, and ELSA Speak in teaching English as a second language. These platforms employ artificial intelligence to offer personalized learning experiences, catering to various aspects of language acquisition. Duolingo, with its gamified approach, focuses on building vocabulary and basic grammar, making it suitable for beginners. Babbel provides a more structured curriculum emphasizing practical conversations and real-world application of English, targeting learners at beginner and intermediate levels. ELSA Speak, meanwhile, specializes in pronunciation training, using AI to deliver real-time feedback on spoken English. While each tool demonstrates the potential of AI to enhance English language learning, they also present limitations, such as insufficient depth in conversational skills (Duolingo), limited advanced content (Babbel), and narrow focus on pronunciation (ELSA Speak). This paper concludes that a combined use of these AI tools can provide a more comprehensive learning experience, addressing diverse learner needs and supporting proficiency across multiple language skills. [ABSTRACT FROM AUTHOR]

This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students' perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students' mere perceptions. [ABSTRACT FROM AUTHOR]

This study examines the importance of expediting the acquisition of a second language (SLA), with a particular emphasis on techniques and approaches that improve the effectiveness of language learning. Based on ten participants--English teachers and students--in structured interviews, the study investigates the advantages, phases, and practical approaches for second language acquisition. It has been demonstrated that expediting SLA enhances communication abilities, scholastic achievement, and cognitive growth, providing useful benefits in professions like tourism. In order to improve the acquisition process, the study emphasizes the value of immersion, cognitive and metacognitive techniques, and using the first language. By being aware of these components, teachers can better adapt their instruction and help students become proficient more quickly. The results imply that in order to maximize language learning outcomes, a comprehensive strategy that takes into account individual learner characteristics and stages of acquisition is necessary and empowering students to actively participate in the global society. [ABSTRACT FROM AUTHOR]

This study investigates the impact of task type on L2 writing fluency among 50 Saudi female university students. Using a mixedmethods approach, the research examines how narrative and argumentative tasks influence syntactic complexity, lexical diversity, and writing speed. The findings reveal that narrative tasks are associated with higher syntactic complexity, while argumentative tasks promote greater lexical diversity. No significant difference was observed in writing speed between the two task types. These results highlight the importance of task selection in language instruction and suggest that a balanced approach, incorporating both task types, can enhance L2 writing fluency. The study contributes to the understanding of taskbased instruction in EFL contexts and offers practical implications for curriculum design. [ABSTRACT FROM AUTHOR]

Southeast Asian learners of English, including those from Vietnam, frequently omit word-final consonants in their English speech. Previous work on Vietnamese learners of English is limited, and errors are typically usually attributed to first-language transfer effects. No large-scale empirical study on Vietnamese learners has been carried out to aid the development of an evidence-based pedagogy. This study uses authentic spoken data to compare lexical and morphological word-final /s/ and /z/ in the speech of sixteen Vietnamese adult learners of English. We discuss the relative impact of frequency of use, whether the instance of a target /s/ or /z/ is in a root or bound morpheme, and whether the preceding phoneme is a consonant or vowel. An overall omission rate of 28.4% of expected instances was found. Morphological {-s} when it is preceded by a consonant has the highest error rate (50.7%). A multilevel binary logistic regression was performed to ascertain the relative effects. Morphological words containing /s/ or /z/ were significantly more likely to be pronounced with the /s/ or /z/ absent than lexical words containing a /s/ or /z/, as were those in clusters compared to those with a preceding vowel. The results indicate that phonological effects and morphological effects are stacked and not multiplicative and that the observed omission rates are not solely attributable to L1 transfer effects. Frequency of use is also highly correlated with accuracy. [ABSTRACT FROM AUTHOR]

This study aims to develop an emotion evaluation method for second language learners, utilizing multimodal information to comprehensively evaluate students' emotional expressions. Addressing the limitations of existing emotion evaluation methods, which primarily focus on the acoustic features of speech (e.g., pronunciation, frequency, and rhythm) and often neglect the emotional expressions conveyed through voice and facial videos, this paper proposes an emotion evaluation method based on multimodal information. The method includes the following three main parts: (1) generating virtual data using a Large Language Model (LLM) and audio-driven facial video synthesis, as well as integrating the IEMOCAP dataset with self-recorded student videos and audios containing teacher ratings to construct a multimodal emotion evaluation dataset; (2) a graph convolution-based emotion feature encoding network to extract emotion features from multimodal information; and (3) an emotion evaluation network based on Kolmogorov–Arnold Networks (KAN) to compare students' emotion features with standard synthetic data for precise evaluation. The emotion recognition method achieves an unweighted accuracy (UA) of 68.02% and an F1 score of 67.11% in experiments with the IEMOCAP dataset and TTS data. The emotion evaluation model, using the KAN network, outperforms the MLP network, with a mean squared error (MSE) of 0.811 compared to 0.943, providing a reliable tool for evaluating language learners' emotional expressions. [ABSTRACT FROM AUTHOR]

Plurilingual competence or repertoire of languages refers to all individuals being potentially plurilingual. As plurilingual competence and language repertoires are individual, assessment modes targeted to the individual and localized to the context should be encouraged. This study explored and depicted the plurilingual profile of Italian Studies students (and thus student language teachers) in the Greek context through various modes. The role of the Italian language in this localized context was also explored and the language trajectory was attempted to be de-picted qualitatively. The instruments used were the Language Passport, the DIALANG diagnostic test, the ECML 'Self-evaluate your language skills' tool, a plurilingual portrait (to make the language repertoire visible), and a short personal written narrative. It is mainly a qualitative study, and instances of multi-method research are also present. Moreover, the whole procedure contributed to incorporating plurilingualism and multiculturalism into language teacher education for student Italian language teachers in higher education. [ABSTRACT FROM AUTHOR]

With the rapid development of world Englishes (WEs) and multilingualism, pragmatic failure is still an unsolved matter for non-native speakers (NNSs). Although many studies have paid attention to technology application in second language acquisition (SLA), there are limited systematic reviews concerning technology-based instructions to develop English pragmatic competence for NNSs. This study gains a comprehensive overview to identify the situation and trend of technology-based instructions to develop English pragmatic competence for NNSs based on 20 articles from 2015 to 2023. Various findings indicate that based on technology instructions and technology resources, English pragmatic awareness and multidimensional development should be emphasized to foster English pragmatic competence among NNSs. Implications and suggestions are also provided for further research from this review. [ABSTRACT FROM AUTHOR]

Age plays a significant role in second language acquisition (SLA). Research indicates that the ability to learn a second language declines with age. This study reviewed relevant studies on the impact of age on SLA in order to attain the best results as language learning methods should be tailored to the learner's age and specific needs. The results showed that younger learners are more proficient in acquiring a second language due to their brain's plasticity, which enables them to learn new information quickly. They can easily acquire the language's pronunciation, grammar, and vocabulary through exposure and immersion. As learners age, their ability to learn a second language decreases. After adolescence, the brain becomes less plastic, and the acquisition of a second language becomes more challenging. Research also shows that language also has a positive impact on a country's economic development, as well as improving the international relations of local entrepreneurs. However, adult learners can still learn a second language, but it may take more time and effort. Moreover, the motivation and learning strategies of language learners also play an essential role in SLA. Young learners may not have a strong motivation to learn a second language, while adult learners may have a higher motivation due to professional or personal reasons. Age is a crucial factor in SLA, but it is not the only determining factor. The learner's motivation, learning strategies, and exposure to the second language also play a significant role in the acquisition of a second language. [ABSTRACT FROM AUTHOR]

This paper explores the ethical challenges and possibilities of conducting responsible and transformative translanguaging pedagogy in adult education for second language learners with limited previous experience of schooling. We identify and explore ethical dilemmas in teachers' interaction and multilingual teaching practices. The data was produced in a linguistic ethnography and action research project. It consists of classroom observations and interviews with teachers who teach in the programme Swedish for Immigrants (SFI). The teachers express and embody ambivalence in relation to the students' use of their whole linguistic repertoires and the students are not always treated as competent to make informed decisions about their own use of linguistic repertoires. This touches on issues of citizenship and democracy and here the framework ethics of care offers context-specific ways of understanding and responding to the ethical challenges of multilingual teaching. [ABSTRACT FROM AUTHOR]

New digital technologies such as social robots are embodied computers with human-like features and conversational capabilities that can socially interact with people. Social robots have been used in education as a learning tool to support second language learning. This essay discusses current research literature that has explored how social robots could be utilized to support second language (L2) international students studying at English-speaking universities. Insights into the potential application and limitations of using social robots to support L2 students outside their home countries to promote their social and academic well-being will also be discussed. Based on a synthesis of current and relevant research gathered from the literature, the affordances of using social robots for L2 students included learning L2 through human-robot interactions, enhanced motivation, and engagement in their learning environments. However, the limitations of the use of this technology included attitudes towards robot-assisted learning (e.g., unfamiliarity with learning with a social robot) and the novelty effect of social robots. Further research is needed to deepen our understanding of not only the role of social robots for supporting language learning, but also how they could aid L2 students in their successful transition to a foreign university, culture, and social context. [ABSTRACT FROM AUTHOR]