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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 article reports on two experiments that examine the computation of contrastive focus in Russian on the part of adult English-dominant heritage speakers and second language learners of Russian, in comparison with baseline monolinguals. The first experiment uses an acceptability judgment task to determine whether bilingual and monolingual speakers use both contextual and prosodic cues to determine the location of contrastive focus. A follow-up experiment uses two prominence detection tasks in order to separately examine participants' sensitivity to contextual vs. prosodic cues. The findings indicate that, at higher proficiency, bilingual speakers of Russian successfully use both contextual and prosodic cues to contrastive focus; with proficiency controlled for, heritage speakers do not have an advantage over second language learners in this domain. These findings are discussed in light of cross-linguistic influence and interface vulnerability. [ABSTRACT FROM AUTHOR]

We examined the cognitive processes underlying the comprehension of reduced word pronunciation variants in natives and advanced learners of French. In a passive listening visual world task, participants heard sentences containing either a reduced or a full form and saw pictures representing the target word, a phonological competitor and two neutral distractors. After each sentence they saw a picture and had to decide whether it matched the content of that sentence. Eye movements and EEG were recorded simultaneously. Because the two recordings offer complementary information about cognitive processes, we developed methods for analysing the signals in combination. We found a stronger effect of reduction on phonetic processing and semantic integration in learners than in natives, but the effects are different from the N100/N400 and P600 effects found in previous research. Time-locking EEG signals on fixation moments in the eye movements offers a window onto the time course of semantic integration. [ABSTRACT FROM AUTHOR]

This article examines dialogue interpreting in unscripted role-plays in the community interpreting classroom. In 2019, faculty members from several departments at Viterbo University (La Crosse, Wisconsin) coordinated an interprofessional education collaboration via role-playing in the institution's Clinical Simulation Learning Center. Nursing, social work and pre-medical students were given the health-professional roles of caring for community members with limited English proficiency (who acted as 'patients'). Interpreting students, both heritage speakers of Spanish and second language learners (L2) of both English and Spanish, facilitated language access for all parties involved. Recordings of these dialogues were then transcribed, annotated, and analyzed via mixed methods. This study examines overall and comparative findings of how heritage speakers and second language learners interpret dialogue, focusing on the textual aspects of their exchanges. While no language profile seemed to perform particularly better overall, certain indicators were more problematic for L2 Spanish speakers and/or heritage speakers. The presentation of these results and conclusions intend to foster improved teaching interventions for classrooms with students of varying English <> Spanish language backgrounds. [ABSTRACT FROM AUTHOR]

This article examines the impact of emotional metaphorical sentences on second language learners' emotional cognition and language acquisition. It discusses the characteristics of these sentences and their effects on learners' emotional resonance, language sense, and memorization. The study suggests that emotional metaphorical sentences can enhance learners' emotional involvement, improve their language ability, and aid in memory retention. The findings have implications for language teaching and learners' emotional development, emphasizing the importance of combining language learning with cultural awareness to improve cross-cultural communication skills. [Extracted from the article]

Initiating conversations and responding to initiations of others via gestural and verbal means are prerequisites for participating in Early Childhood Education and Care (ECEC) interactions. However, research to date has not addressed the multimodal initiations and responses of young second language learners (SLLs) in natural ECEC settings. This study investigated their initiations and responses during shared picture book reading interactions with ECEC practitioners with a focus on modalities, strategies, as well as the multimodal meanings and types of utterances. Participants were 30 SLLs in German ECEC institutions. Results showed that SLLs responded to the initiations of the practitioners predominantly verbally and initiated interactions mostly multimodally. Furthermore, the children produced more combinations of multi-word utterances and gestures in their initiations than in their responses. These findings complement the body of work demonstrating the varied communicative skills young SLLs use in their interactions as well as by underlining the importance of gestural cues in everyday ECEC interactions. [ABSTRACT FROM AUTHOR]

We examined semiotic exchangeability in pop-up glossary translations and illustrations used as supports for second language learners (SLLs) in computer-administered mathematics tests. In a sample of 516 mathematics items, Grades 3–8 and 11, from a large-scale assessment program in the US, test developers identified terms that could be translated and terms that could be illustrated without altering the target constructs. In each item, we examined: number of unique words (w), number of unique terms identified for translation (t), and number of unique terms identified for illustration (i.) Of the 3,186 terms identified for translation or for illustration, only about one sixth were identified both for translation and for illustration. We observed statistically significant w and t differences attributable to the main effect of depth of knowledge and type of item and statistically significant i differences attributable to the main effect of type of item. The correlation of item translatability (T = t/w) and item illustratability (I = i/w) was low for all items combined but higher and statistically significant for some types of items and for greater values of depth of knowledge. We conclude that translation and illustration pop-up glossaries are functionally different sets of semiotic resources that support SLLs in different ways. [ABSTRACT FROM AUTHOR]

The purpose of the study is to resolve the issue of whether there are difficulties of the Russian language that are common to different categories of learners of this language. Research methods are identification and comparative analysis of deviations from the norms in the use of nouns and noun phrases. The material of the study is data from observations of oral speech, written works, transcripts of recordings of stories based on pictures. The objects of analysis are the facts of deviations from the norms in the use of nouns and noun phrases in the speech of foreigners who study Russian as a second language, Russian-German bilinguals at the age of 10-15 years, Russian monolinguals at the age of 10 – 15 years. As a result of the study, the most typical similar grammatical errors were identified, indicating the general difficulties of the Russian language: the replacement of some case forms by others, the replacement of some forms by others within the same case, the replacement of prepositions, the mixing of possessive pronouns, violations of the agreement between the main and dependent words. The study has confirmed the hypothesis that there are common difficulties of the Russian language, which do not depend on the native language of students and are due to the structural diversity of the grammatical phenomena of the Russian language. [ABSTRACT FROM AUTHOR]

This study investigated how modelling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n=16) second language learners and (n=14) first language learners. There were in total eight different first languages represented. Data comprised of polymeric concept descriptions, audio recordings, and photos taken during modelling. The concept descriptions were analysed by an inductive content analysis which was then used for a deductive analysis of the modelling-activity. The results show that 65% of second language learners’ concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modelling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modelling-activity. As such, the study acknowledges that modelling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.

With the further development of Internet technology, online learning has become an important way for learners in the digital age. As an important learning strategy, self-regulated learning plays an important role in e-learning. Whether learners can succeed in the network learning environment largely depends on their online self-regulating learning ability. This research reviews the theories and models of self-regulated learning, and analyzes the influences of individual factors and external factors on second language self-regulated learning in the online learning environment. And some implications in learning and teaching are given, as well as suggestions for future research. [ABSTRACT FROM AUTHOR]

The ability to use language effectively is critical for communication, and possessing a large vocabulary, perfect pronunciation, and grammatical understanding is not sufficient for fluency in English. Pragmatic competence, which encompasses knowledge of social, cultural, and discourse conventions, is essential for language use success. However, many students lack this competence, which affects their communicative ability. While classroom-based education can enhance the pragmatic development of second language learners, there is little research on the subject. This study aims to explore the impact of pragmatism on communicative ability and highlights the importance of pragmatic competence in language use. [ABSTRACT FROM AUTHOR]

This article addresses a unique language-learning journey of a special child, 'Fatima' who is diagnosed with mild autism or Level One Autism Spectrum Disorder. Taking a qualitative perspective, research based on a series of observations and interviews was conducted on Fatima and her caregivers, namely her mother and her two elder siblings. Fatima was primarily diagnosed as having a learning delay, Attention Deficit Hyperactivity Disorder (ADHD) and hyperactivity but not speech development. This study aims to look at the English language learning difficulties of a child with mild autism who has been diagnosed with no speech development issues. Findings revealed that communicative pragmatic deficits are an obvious limitation displayed by Fatima as she develops in age. Though Fatima exhibits quite proficient use of the English language, she shoulders pragmatic challenges in communication and still has a long way to be communicatively competent as other teenagers her age. In addition, the commitment and support shown by her family members are also key in aiding both her linguistic and social development. It is believed the findings could add to what is already known about second language learning among children with autism as perspectives from a 'home' as an informal learning institution were observed and analyzed. Family members could benefit the most, as the salient findings could be a source of reference in strategizing their roles in facilitating the language development of a child in the family diagnosed with Autism Spectrum Disorder (ASD) through an understanding of pragmatic deficits among children with ASD. [ABSTRACT FROM AUTHOR]

Bilingualism appears to be related to poor language and reading comprehension in the instructional language (L2). However, in the long term, an early age of second language acquisition (AoA) may produce higher levels of second language skills than a later onset of L2 exposure. Most studies on school-aged second language learners (L2 learners) include children with 3–7 years of second language (L2) exposure. We compared 91 early bilingual (Norwegian and a variety of different native languages) 5th graders with 196 monolingual peers on a range of linguistic skills and their relationships with reading comprehension. All bilingual learners in the sample had been exposed to the instructional language by at least the age of 2. The results, using structural equation modelling and latent variables, show that early bilingual learners' vocabulary, listening comprehension, and reading comprehension are significantly lower than those of monolingual learners. Nevertheless, they have similar levels of knowledge of conjunctions and decoding skills and corresponding predictive patterns from linguistic skills to reading comprehension. We discuss the implications of the findings. [ABSTRACT FROM AUTHOR]

Notwithstanding the introduction of education multilingual policies worldwide, testing and assessment procedures still rely almost exclusively on the monolingual construct. This paper describes a study, part of a larger project fostering a new multilingual education policy in Israeli schools, exploring bi/multilingual assessment. It included two types of second language learners—immigrants from the Former Soviet Union, who learn all their school subjects in Hebrew, and Arab students, whose school language of instruction is Arabic but who learn some subjects in Hebrew. The experimental groups received a bilingual version of a test (Hebrew-Russian; Hebrew Arabic) and the control groups a Hebrew-only version. In the Russian-speaking experimental group, students received significantly higher scores than in the control group, while no significant differences surfaced between the groups among the Arabic-speaking students. Yet, attitudes toward bilingual assessment, evaluated via questionnaires, think aloud protocols and focus groups, were highly positive in both groups, addressing the availability of L1 in the test as contributing greatly to a more relaxed and positive approach. Multilingual tools emerged as a fairer method of assessing knowledge for second-language learners, who cannot fully demonstrate their academic knowledge in L2, and their use is recommended as part of the new multilingual policy. [ABSTRACT FROM AUTHOR]

Although politeness contributes to the effectiveness and sustainable development of online learning communities, it remains unclear how Chinese teachers of English as a second language (ESL), with differing social statuses, use varying levels of politeness when engaging in such communities. Accordingly, this paper analyses how Hong Kong ESL teachers, who tend to observe hierarchical relationships and the idiosyncrasies of "face", conveyed politeness in an online professional community when making positive and negative evaluations and suggestions. A total of 174 interactive comments offered by 24 student teachers and 8 mentors were coded under three discourse functions and 15 types of politeness markers. Interviews with six participants indicated that, through their role in the community, they adopted ways of thinking and linguistic knowledge that influenced their choice and frequency of the politeness markers. Despite having different roles in the hierarchy, the participants exhibited similar patterns of politeness marker choice, implying that their language and cultural background influenced how they chose to convey politeness in the absence of face-to-face cues; however, their role in the community seemed to have affected the frequency of using the politeness markers. These results shed light on politeness from the perspective of the culture, language, and online community membership. [ABSTRACT FROM AUTHOR]

Using the social semiotic multimodal approach, this study compared the transformation and transduction moves of eight Spanish heritage language learners (SHLs) and six second-language learners (L2s) as they composed collaborative and individual digital stories (DSs) in an undergraduate advanced Spanish writing class. The research analyzed the learners' composing processes regarding digital synesthesia when working collaboratively and individually as they integrated written, oral, aural, and visual semiotic resources. The data revealed that SHLs demonstrated more frequent and more complex digital synesthesia than did their L2 classmates during their quest for digital multimodality in Spanish, indicating improvement via task repetition in frequency and variety of integrated modes. [ABSTRACT FROM AUTHOR]

This study investigated the impact of one unimodal (i.e., reading-only) and two different multimodal input modes (i.e., reading-while-listening and viewing with captions) on incidental collocation learning, alongside examining the relationship between learning gains and overall L2 proficiency. A total of 180 university students at pre-intermediate and upper-intermediate levels from China were randomly assigned to one of the input modes. Target collocation knowledge tests, including form recognition and meaning recall, were administered immediately after exposure to the input material and after a 2-week interval. Results indicated that while learners across different proficiency levels acquired collocation knowledge through all input modes to varying degrees, those in the multimodal conditions outperformed their counterparts in terms of both recognition and recall dimensions. Additionally, after 2 weeks, despite decreased learning gains for all learner groups, multimodal input was found to benefit upper-intermediate learners' meaning recall of the target collocations. Learners' language proficiency significantly predicted their immediate learning outcomes in both recognition and recall. These findings offer further support for multimedia learning theory and dual code theory, contributing to a deeper understanding of the value of multimodal meaning-focused language input. [ABSTRACT FROM AUTHOR]

Learning capabilities have been an essential element for the success of second language learners that needs regulators' and researchers' emphasis. Hence, the current research examines the role of lack of self-efficacy and resistance to innovation on the insufficient learning capabilities of second language students in China. The current study also examines the mediating role of demotivation among the linkage of lack of self-efficacy, resistance to innovation, and insufficient learning capabilities and explores the moderating role of institutional culture among demotivation and insufficient learning capabilities. The researchers have applied the questionnaires method to gather the data from selected students and employed the smart-PLS to assess the measurement and structural models. The results revealed that lack of self-efficacy and resistance to innovation has a significant and positive linkage with insufficient learning capabilities. The results also exposed that demotivation significantly mediates among lack of self-efficacy, resistance to innovation, and insufficient learning capabilities. The findings also explored that the institutional culture significantlymoderates the linkage between demotivation and insufficient learning capabilities. [ABSTRACT FROM AUTHOR]

The Simple View of Reading (SVR) designates that reading comprehension is the product of decoding and listening comprehension and this conclusion has been supported by studies on school-aged native and nonnative speakers. However, it remains unknown whether SVR can be applied to adult second language (L2) learners. The current study addressed this issue by testing adult learners of Chinese as a second language with various proficiency levels and further extended the model by including word segmentation and word-meaning access, both of which are particularly crucial in reading Chinese. The results showed that listening comprehension only contributed to reading comprehension for the advanced learners, while decoding accuracy predicted reading comprehension regardless of Chinese proficiency. However, the total proportion of variance accounted for was relatively low, especially for the lower proficiency groups. Interestingly, word segmentation and word-meaning access explained a large proportion of the total variance and concomitantly decreased the apparent influence of word decoding. Taken together, these findings highlight that the individual characteristics of a given language can modulate the contributions of decoding and listening comprehension to predicting reading comprehension. [ABSTRACT FROM AUTHOR]

In 2017, Quebec's Auditor General reported several major issues regarding government-funded French as a second language (FSL) courses, especially those intended for adult students with limited or interrupted formal education (SLIFE). To this day, no official framework or program exists for this specific population, a situation that the government of Quebec wishes to resolve. Our research team was thereby mandated by the Ministry of Immigration to conduct a large-scale multilingual study with the objective of gaining a better understanding of the realities and needs of the various stakeholders involved in low-literate FSL classes. We met 42 teachers, 24 French learning center directors, and 10 pedagogical advisors in individual interviews; we also led 107 group interviews with SLIFE in 26 languages, allowing us to meet 464 adult SLIFE enrolled in low-literate FSL classes from 11 regions of the province of Quebec, most of them being refugees. This article reports on the decision-making process in which we engaged to overcome the ethical and methodological challenges we faced at various stages of the data collection with SLIFE participants: recruitment, informed consent, confidentiality, interview protocol design, instrument piloting, data collection, and data translation and transcription. To make informed decisions, we had to turn to literature outside SLA (i.e., refugee research and translation/interpreting literature) for guidance. In this article we discuss the limitations and contributions of our research to guide researchers who will conduct studies with similar non-academic samples/populations. [ABSTRACT FROM AUTHOR]

Previous studies on the neural cognitive mechanisms of aspectual processing in second language (L2) learners have focused on Indo-European languages with rich inflectional morphology. These languages have aspects which are equipped with inflected verb forms combined with auxiliary or modal verbs. Meanwhile, little attention has been paid to Mandarin Chinese, which has limited morphological inflection, and its aspect is equipped with aspectual particles (e.g., le, zhe, guo). The present study explores the neurocognitive mechanism of Mandarin Chinese aspect processing among two groups of late Mandarin Chinese proficient learners with Thai (with Mandarin Chinese-like aspect markers) and Indonesian (lack of Mandarin Chinese-like aspect markers) as their first language (L1). We measured event-related potentials (ERPs) time locked to the aspect marker le in two different conditions (the aspect violation sentences and the correct sentences). A triphasic ELAN-LAN-P600 effect was produced by the Mandarin Chinese native speakers. However, there was no ELAN and LAN in Indonesian native speakers and Thai native speakers, except a 300–500 ms negativity widely distributed in the right hemisphere and P600-like effect. This suggests that both groups of Mandarin Chinese learners cannot reach the same level as Mandarin Chinese native speakers to process Mandarin Chinese aspect information, probably due to the complex feature of Mandarin Chinese aspect maker, the participants' L2 proficiency and age of L2 acquisition. [ABSTRACT FROM AUTHOR]

The Simple View of Reading (SVR) designates that reading comprehension is the product of decoding and listening comprehension and this conclusion has been supported by studies on school-aged native and nonnative speakers. However, it remains unknown whether SVR can be applied to adult second language (L2) learners. The current study addressed this issue by testing adult learners of Chinese as a second language with various proficiency levels and further extended the model by including word segmentation and word-meaning access, both of which are particularly crucial in reading Chinese. The results showed that listening comprehension only contributed to reading comprehension for the advanced learners, while decoding accuracy predicted reading comprehension regardless of Chinese proficiency. However, the total proportion of variance accounted for was relatively low, especially for the lower proficiency groups. Interestingly, word segmentation and word-meaning access explained a large proportion of the total variance and concomitantly decreased the apparent influence of word decoding. Taken together, these findings highlight that the individual characteristics of a given language can modulate the contributions of decoding and listening comprehension to predicting reading comprehension.

This sequential mixed-methods study investigates washback on learning in a high-stakes school exit examination by examining learner perceptions and reported behaviours in relation to learners' beliefs and language learning experience, the role of other stakeholders in the washback mechanism, and socio-educational forces. The focus is the graded approach of the Hong Kong Diploma of Secondary Education English Language Examination (HKDSE-English), incorporated in 2012, that allows test-takers to choose between easier and more difficult sections for reading and listening-integrated skills papers. Inductive coding of focus groups involving 12 secondary students fed into the development of the Washback on Students' Learning questionnaire, which was administered to another 150 learners. Exploratory factor analyses of identified washback effects revealed four major types straddling different settings (classrooms, tutorial schools, learners' personal environment), and seven categories of mediating variables pertaining to learners themselves, other stakeholders, and societal influences. Simultaneous multiple regressions identified influential clusters of mediating variables and showed the strongest predictors for each macro-level washback type varied. At least one intrinsic and one extrinsic factor category significantly contributed to all types, reaffirming learner washback as a socially situated, negotiated construct. Implications related to the consequences, use, and fairness of the graded approach are discussed. [ABSTRACT FROM AUTHOR]

This study investigated how modeling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n = 16) second language learners and (n = 14) first language learners. There were in total eight different first languages represented. Data comprised polymeric concept descriptions, audio recordings, and photos taken during modeling. The concept descriptions were analyzed by an inductive content analysis which was then used for a deductive analysis of the modeling-activity. The results show that 65% of second language learners’ concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modeling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modeling-activity. As such, the study acknowledges that modeling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context. [ABSTRACT FROM AUTHOR]

Challenges abound in assisting social work students to comprehend the value of scientific inquiry and to use research to inform their practice. Student research anxiety and low levels of research confidence are often at the heart of this reluctance. This article offers a conceptual rationale and strategies for developing a flipped classroom approach in teaching research. Kolb's experiential learning cycle provides a theoretical lens to understand the importance of hands-on experiences for student learning and how these experiences can assist student development of research-related competencies. The authors propose a conceptual model and application of Kolb's cycle through case examples at both the BSW and MSW levels. The authors recommend application of a flipped classroom approach to increase opportunities for self-paced learning and as a useful strategy for students who are second language learners. [ABSTRACT FROM AUTHOR]

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS. [ABSTRACT FROM AUTHOR]

This paper explores and compares the language learning strategies of high and low performing second language (L2) learners participating in peer tutoring. The participating learners were grouped into high and low performing learners based on their scores in English second language. The classification of strategies by Griffiths into base, core and plus strategies was used to gain an in-depth understanding of the strategies used by the high and low performing second language learners. A descriptive research design was used to identify and interpret the strategies which the learners used in this study. Sociocultural theory was applied to frame and understand the results of this study. The results show that the learners used strategies at a high frequency and that low and high performing learners prefer different types of strategies. It is evident that high performing learners predominantly use cognitive and metacognitive strategies while low performing learners predominantly use social and memory strategies. These findings confirm Vygostky's sociocultural theory, which postulates that learning begins as a social activity but progresses into an internalised activity when the individual is able to self-regulate. The implication of these findings is that L2 learners need support through constructivist social interaction to enable them to transition from otherregulation and social regulation to self-regulation to enhance their L2 performance. [ABSTRACT FROM AUTHOR]

Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native pupils can be attributed to immigrant status. We collected data on 312 Spanish students of Native, of Hispanic origin–therefore with the same family language as native students- and Non-Hispanic origin, while controlling for socioeconomic status, non-verbal reasoning and school membership. We measured reading comprehension, knowledge of syntax, sentence comprehension monitoring, and vocabulary. Differences among groups appeared only in vocabulary and syntax (with poorer performance in the non-Hispanic group), with no differences in reading comprehension. However, regression analyses showed that most of the variability in reading comprehension was predicted by age, socioeconomic status, non-verbal reasoning, and comprehension monitoring. Group membership did not significantly contribute to explain reading comprehension variability. The present study supports the idea that socioeconomically disadvantaged students, both native and immigrants from diverse cultural backgrounds, irrespective of the language of origin, are probably equally at risk of poor reading comprehension. [ABSTRACT FROM AUTHOR]

Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native pupils can be attributed to immigrant status. We collected data on 312 Spanish students of Native, of Hispanic origin–therefore with the same family language as native students- and Non-Hispanic origin, while controlling for socioeconomic status, non-verbal reasoning and school membership. We measured reading comprehension, knowledge of syntax, sentence comprehension monitoring, and vocabulary. Differences among groups appeared only in vocabulary and syntax (with poorer performance in the non-Hispanic group), with no differences in reading comprehension. However, regression analyses showed that most of the variability in reading comprehension was predicted by age, socioeconomic status, non-verbal reasoning, and comprehension monitoring. Group membership did not significantly contribute to explain reading comprehension variability. The present study supports the idea that socioeconomically disadvantaged students, both native and immigrants from diverse cultural backgrounds, irrespective of the language of origin, are probably equally at risk of poor reading comprehension.

Introduction: Although a number of studies have been conducted to investigate nasalance scores of speakers of different languages, little research has examined the nasalance characteristics of second language learners. Objective: The goal of the current study was to examine whether English nasalance values of Mandarin Chinese speakers are similar to those of native English speakers, examining the potential effect of the first language on the nasalance scores of the second language production. Methods: Thirty-two adults (16 Mandarin Chinese speakers and 16 native English speakers) with a normal velopharyngeal anatomy participated. Nasalance scores of various speech stimuli were obtained using a nasometer and compared between the 2 groups. Results and Conclusions: Chinese learners of English produced higher nasalance scores than native English speakers on prolonged vowel /i/ and /a/, the syllable "nin," and non-nasal sentences and passages. The first language effect on nasalance of the second language found in the current study suggests the importance of linguistic consideration in the clinical evaluation of resonance. [ABSTRACT FROM AUTHOR]

Using the social semiotic multimodal approach, this study compared the transformation and transduction moves of eight Spanish heritage language learners (SHLs) and six second-language learners (L2s) as they composed collaborative and individual digital stories (DSs) in an undergraduate advanced Spanish writing class. The research analyzed the learners’ composing processes regarding digital synesthesia when working collaboratively and individually as they integrated written, oral, aural, and visual semiotic resources. The data revealed that SHLs demonstrated more frequent and more complex digital synesthesia than did their L2 classmates during their quest for digital multimodality in Spanish, indicating improvement via task repetition in frequency and variety of integrated modes.

Although research on peer feedback in second language teaching and learning has been developed from various perspectives over the past three decades, less is known about feedback in translation settings. This study reports the results of a quasi-experiment with advanced second language learners in a Chinese–English translation course. It examines how effective peer feedback is in improving the quality of translations. The following data were collected from 30 students: their initial translation drafts, the drafts with the feedback of their peers, and the final corrected translations. The whole process was facilitated by computer assistance and under anonymity. It was found that most students drew on direct or indirect corrective feedback while few students drew on metalinguistic corrective feedback. Text genres were also proved to impact the types and counts of peer feedback. An analysis of the accuracy rate of corrections after peer feedback showed that it had a positive impact on translation quality. The findings shed light on the applicability of peer feedback in other pedagogical activities.