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This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty-eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16) received feedback in all three tasks. The massed group (n = 16) received feedback in the last task. The control group (n = 16) received no feedback. The total amount of CF provided to the two CF groups was controlled. Learners completed oral production and grammaticality judgment pre, post, and delayed posttests. Results showed that the massed group scored significantly higher than the control group across test types and times. However, the distributed group scored significantly higher than the control group only on the immediate and delayed oral production tests. We argue that the temporal contiguity, intensity, and consistency of feedback instances in the massed condition might be responsible for the relative superiority of the massed CF.

Individual differences (IDs) have long been considered one of the most important factors explaining variable rates and outcomes in second language acquisition (Dewaele, 2013). While traditional operationalizations of IDs have, explicitly or implicitly, assumed that IDs are static traits that are stable through time, more recent research inspired by complex dynamic systems theory (Larsen-Freeman, 1997, 2020) demonstrates that many IDs are dynamic and variable through time and across contexts, a theme echoed throughout the current issue. This study reports the initial semester of a diachronic project investigating the dynamicity of four learner IDs: motivation, personality, learning and cognitive styles, and working memory. In the initial semester, data from 323 participants in their first year of university-level Spanish were collected and analyzed to determine what type of variability may be present across learners with respect to the four IDs studied at one time point and to discern possible learner profiles in the data or patterns via which the data may be otherwise meaningfully described. The results revealed four types of learner profiles present in the dataset.

The discourse marker "en plan," akin to English "like," has gained attention due to its rapid spread across Spain. Using explicit and implicit attitude surveys, we examine perceptions of quotative marker "en plan" by Spaniards. Our findings show that "en plan" is mainly associated with younger age groups and casual speech, leading to mixed social attitudes. While some view it as a marker of youth speech and sociability, others see it as indicative of a lack of social refinement or education. The study highlights generational divides, with older speakers often stigmatizing its use, while younger speakers show neutral and positive attitudes. These attitudes reflect broader societal views on language, age, and identity. By focusing on the social perceptions and stereotypes associated with "en plan," this research underscores the complex relationship between language and social identity, offering insights into how linguistic forms represent particular social groups and influence interactions within the speech community. [ABSTRACT FROM AUTHOR]

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