At a time when bilingual education is being valued, the correlation between Chinese learning experience and English proficiency development is a hot research topic in the field of second language acquisition. This article is based on the theories of language transfer, cognitive development, and intercultural communication, and systematically explores the promoting effect of Chinese learning on the development of English proficiency from five dimensions. Research has found that the phonological perception, vocabulary construction thinking, and grammatical logic awareness cultivated through Chinese learning are the natural foundation of English learning; The core cognitive abilities formed, such as memory and logical thinking, can be directly transferred to English learning; The cultural accumulation in the Chinese context helps to understand the cultural connotations of English and enhance cross-cultural communication skills; The reuse of methods and strategies for learning Chinese can improve the effectiveness of English learning. Multiple educational practices and studies have shown that those with a solid foundation in Chinese have an advantage in English listening, speaking, reading, and writing abilities. The conclusion of this article provides theoretical and practical references for optimizing bilingual teaching and improving the quality of English teaching, as well as guidance for learners to enhance their English proficiency through Chinese language foundation.

The field of second language acquisition has witnessed a "positive turn," shifting focus from learner deficits to the factors that enable learners to thrive. This systematic review synthesizes and critically examines the nexus of positive psychology (PP) and motivation within diverse English language learning contexts—English as a Foreign Language (EFL), English as a Second Language (ESL), and native speaker (L1) literacy—from 2015 to 2024. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, we conducted a comprehensive search of major academic databases (Scopus, Web of Science, ERIC, PsycINFO), yielding 68 empirical studies that met our inclusion criteria. Thematic analysis of these studies revealed several key findings. First, research is dominated by a few cores PP constructs, namely grit, growth mindset, foreign language enjoyment (FLE), and resilience, with learner well-being emerging as a holistic and integrative concept. Second, these PP constructs demonstrate a strong, positive mediational or predictive relationship with key motivational frameworks, particularly Dörnyei's L2 Motivational Self System. Third, significant contextual disparities exist: the bulk of research is situated in EFL contexts, focusing on classroom-based emotions and academic achievement; ESL research highlights resilience and socio-cultural adaptation; and the L1 context remains critically under-explored, with a focus on academic mindset rather than language-specific motivation. Finally, a growing number of studies propose and test PP-informed pedagogical interventions, such as gratitude journaling and strengths-based feedback, demonstrating promising but nascent evidence of their efficacy. This review consolidates a decade of research, highlighting the crucial role of positive psychological attributes in sustaining motivation for language learning. It concludes by outlining critical gaps in the literature and proposing a research agenda that calls for more longitudinal, interventionist, and contextually diverse studies to build a more comprehensive understanding of how to foster flourishing English language learners.

Abstract This study investigates whether the second language (L2) development of d/Deaf and hard of hearing (d/DHH) learners in comparison to the L2 development of hearing learners, based on the processability theory (PT) developed by Pienemann (1998, 2005) in the field of second language acquisition (SLA). Thirty-eight d/DHH and 32 hearing secondary school learners of English as a foreign language (EFL) completed a series of speaking tasks designed to elicit specific morphosyntactic structures that, according to PT, align with L2 developmental stages. Implicational scaling revealed that although d/DHH learners followed a similar developmental sequence to their peers, they displayed a noticeable delay. They also appeared to require additional time and practice to fully produce the entire target structures after reaching certain developmental stages. The results provide stronger empirical evidence for d/DHH learners’ L2 development, supporting the qualitative similarity hypothesis in the field of special education, which posits that despite quantitative delays, d/DHH learners exhibit qualitatively similar L2 development to their hearing peers.

ABSTRACT Over the last decade, translanguaging has offered new insights into multilingual turn in the field of second language acquisition (Li 2018; Ortega 2017). However, the investigation of translanguaging practices in third language (L3) classrooms with adult language learners has been scarce. This study examined how a focal multilingual adult learner engaged in translanguaging while performing collaborative tasks with four different peers in a beginning-level Korean L3 classroom in the U.S. Participants shared three linguistic resources (Chinese, English, Korean) and their interaction data were coded for pair dynamics, translanguaging practices, and their functions. Findings revealed that the multilingual learner’s translanguaging practices varied across different pairs during collaborative tasks. When examining how translanguaging was used to accomplish task-specific functions (e.g. task management, content generation, language deliberation), distinct language choices emerged depending on the interaction pattern. The study suggests that these variations were associated with the nature of pair dynamics (e.g. expert-novice, dominant-dominant, collaborative). The results are discussed in light of implications for employing collaborative writing tasks that support translanguaging as a pedagogical resource in L3 task-based/supported classrooms.

This paper seeks to answer the following questions: What is “culture” in the field of second language acquisition? What are the challenges of learning it? What aspects of culture should we teach? And how can culture be integrated into learning materials and presented to learners? The paper employs a descriptive-analytical methodology based on the researcher's practical experience, as well as references to other studies to support the arguments presented. It begins with a brief overview of the major shifts in the field of second language acquisition, to pinpoint the place of the cultural component within it. It then attempts to define the role of culture in Arabic as a second language instruction. Furthermore, it proposes a framework for what cultural content should be presented to learners at each proficiency level, accompanied by suggestions on how to present and integrate it with the language. The paper emphasizes the necessity of incorporating culture into Arabic language learning materials and courses, through design and implementation that contribute to enhancing linguistic proficiency. While the paper does not showcase examples of learner outputs in cultural activities, it does offer some applied models for cultural learning strategies. The paper encourages cultural learning and exploration, advocating for learners to explore the culture themselves, rather than relying solely on classroom-based cultural instruction.

This paper discusses the potential for employing eye-tracking technology in the investigation of academic reading in higher education. The necessity to examine academic reading within this specific context has become evident due to its pivotal role in academic pursuits and the significant research gaps that persist in this field. For instance, while practitioners in higher education are well aware of the comprehension difficulties students face when reading academic texts, these challenges are rarely investigated empirically. In recent years, eye-tracking has become a well-established method in the field of reading research, as it enables the real-time measurement of readers’ eye movements while processing linguistic stimuli. Such measurements have the capacity to reveal patterns that may be indicative of comprehension difficulties. Beyond its application in L1 reading research, eye-tracking has also gained prominence in the fields of second language acquisition and multilingualism, offering valuable insights into natural reading processes in both L1 and L2 contexts. It is evident that using eye-tracking technology within the context of academic reading holds considerable potential for revealing specific challenges that both domestic and international students face when processing academic German texts.

Under globalization and educational informatization, English oral proficiency is crucial for cross-cultural communication. This study employs a qualitative exploratory research design, utilizing literatures on oral proficiency cultivation models from the CNKI and WOS databases, which is analyzed through bibliometric visualization and comparative content analysis via CiteSpace. The analysis reveals several key findings: 1) Chinese research has declined recently while global research continues growing with broader collaboration. 2) Chinese studies focus on pedagogical models and localized theories, whereas global research emphasizes technology-enabled learning and learner internal factors. 3) Chinese research aims to solve local teaching problems, while global research integrates cognitive neuroscience and AI technologies. To address the lack of sustained momentum in Chinese research, this study proposes integrating AIGC into teaching, building online-offline learning ecosystems, and conducting longitudinal empirical studies on formative assessment, thereby benefiting educators, researchers, and policy-makers in the field of second language acquisition.

In the field of second language acquisition, there is a growing recognition of the importance of emotional factors, particularly emotional intelligence (EI), in influencing learners’ willingness to communicate (WTC) in a second language (L2). However, previous studies have predominantly adopted a variable-centered approach, often overlooking individual heterogeneity and the mediating role of foreign language enjoyment (FLE) in the relationship between EI and WTC. To address these gaps, this study integrated variable-centered and person-centered approaches to examine 1111 students from Chinese private colleges, representing a distinct educational ecology. Questionnaires were used to measure EI, FLE, and L2 WTC, followed by mediation analysis and latent profile analysis (LPA). Results indicated that EI positively predicted WTC (β = 0.217, p < 0.001), with FLE partially mediating this relationship (indirect β = 0.135, p < 0.001), accounting for 38.3% of the total effect (β = 0.352, p < 0.001). LPA identified three learner profiles—“High EI–High Enjoyment,” “Moderate EI–Moderate Enjoyment,” and “Low EI–Low Enjoyment.” These profiles differed significantly in L2 WTC (p < 0.005), although the effect size was small (η2 = 0.002). The findings revealed that learners with higher emotional intelligence and enjoyment tended to report greater willingness to communicate. However, the overall effect was small, suggesting that emotional factors may serve as facilitators rather than decisive determinants of L2 communication. Despite the modest magnitude of these differences, the pattern highlights subtle yet meaningful emotional dynamics underlying L2 communication behavior. By integrating person- and variable-centered perspectives, this study contributes methodological refinement and provides cautiously framed pedagogical implications for fostering emotional engagement and communicative willingness among diverse L2 learners.

We here respond to a 2024 discussion and commentary article entitled Dangerous dichotomies and misunderstandings in second language research by Truscott and Sharwood Smith (T&amp;SS), who argue that several dichotomies pervade the field of second language acquisition (SLA) that negatively impact progress in the field. T&amp;SS focus on four dichotomies, all of which imply an opposition of generative and usage-based approaches: (i) Cognitive vs. Generative, (ii) Usage-based vs. Generative, (iii) Dynamic vs. Static/Fixed, and (iv) Innatist vs. What? We find T&amp;SS’s specific approach problematic as corrections are overly skewed towards a single side; some imprecisions are simply swapped for others; and at times, crucial developments in both generative and usage-based approaches are ignored. Thus, we – two usage-based and one generative language researcher – combine forces here to offer our perspective. For the ‘dangers’ that T&amp;SS list regarding each of the four dichotomies they discuss, we provide a synopsis of where we agree with T&amp;SS and where we do not; and, based on where we see contemporary generative and usage-based approaches stand with regard to these four dichotomies, we offer an alternative set of statements that we consider more balanced and nuanced than the ‘corrective statements’ initially offered in T&amp;SS (2024).

ABSTRACT Teachers’ use of learners’ first language (L1), a phenomenon sometimes referred to as code-switching, has been a topic of great theoretical debate in the field of Second Language Acquisition (SLA) literature. Yet to date, there has been little research that has addressed the effect of teachers’ use of code-switching on second language learning itself. Therefore, the aim of this research paper is to examine the effect of teachers’ code-switching on students’ L2 vocabulary learning and retention. The study employed a quasi-experimental design to address the issue of teachers’ code-switching effect on vocabulary learning and retention. The study involved two intact classes of English as a Foreign Language (EFL) common-core students, each consisting of 30 participants, with one class receiving English-only instruction (Comparison group) and the other intact class receiving code-switching instruction (Experimental group). Under these two different instructional conditions, the participants were encouraged to learn a set of previously unknown English words, drawn from a reading text, through their teachers’ explanations. The results revealed that teachers’ code-switching to learners’ L1 (Moroccan Arabic) yielded better learning results, in terms of vocabulary gains, than English-only instruction, and this effect was maintained two weeks after instruction (retention). Having discovered these beneficial effects of teacher code-switching, the findings of the present research paper call for a reconsideration of pedagogical decisions regarding L2-only instruction, highlighting the importance of incorporating code-switching as a valuable tool in L2 vocabulary teaching, particularly for beginner-level learners.

Abstract The love factor in the field of second language acquisition has gained considerable traction since the turn of the century. This article is the first to take a variationist perspective to investigate how multilingual coupledom affects sociolinguistic development in the second language (L2). Participants were 76 users of L2 German living in Austria, all of whom were in a romantic relationship with an Austrian partner. We analyzed the effects of multilingual coupledom on self-reported changes in learners’ use of, attitudes toward, and proficiency in standard German, the Austrian dialect variety, and first language(s), and whether (psycho-)social variables moderate this relationship. Individual differences in psychological and social variables (e.g., adaptability, Open-mindedness, length of residence, orientation toward the Austrian dialect) predicted reported changes in the sociolinguistic repertoire. Qualitative analysis revealed a blended operation of socioaffective and exposure-related factors, which helped explain why, how, and for whom multilingual coupledom affects (socio-)linguistic development.

This qualitative case study investigates the grammatical and lexical errors in the writing of fifty final-year students at the E.P. College of Education, Amedzofe. Drawing on Corder's Error Analysis framework, student essays were analyzed to identify error types, frequencies, and their potential causes. Data were collected by simple random sampling from scripts anonymized and supplemented with self-reports on reading habits and mother tongue usage. The most frequent errors involved vocabulary misuse, tense, and structural flaws. These findings highlight the implications for English instruction and teacher training curricula. We recommend enhanced writing practice, improved entry standards, and promotion of reading and spoken English to improve students' written proficiency. The study contributes to the field of second language acquisition and offers pedagogical implications that can improve English language teaching in the Colleges of Education.

Learners’ engagement with feedback, recognized as an essential factor for influencing the learning process, is pivotal for enhancing learning outcomes. Despite its growing attention among researchers, it remains understudied in the field of second language acquisition, particularly within the context of learning Chinese as a second language (CSL). This study employs qualitative methods to explore CSL learners’ behavioral, emotional, and cognitive engagement with feedback in a Chinese academic writing class. Multiple sources of data were used to collect information from the focal participants, including learners’ writing drafts, stimulated recalls, and interviews. The findings revealed that learners showed overall active behavioral engagement, positive emotional engagement, and deep cognitive engagement. Learners’ motivation for academic writing and their Chinese proficiency were significant influencers of their engagement. Among the three dimensions of engagement, emotional engagement played a significant role in shaping learners’ writing and revising process. This study elucidates the complex and dynamic nature of language learners’ engagement and offers valuable insights for academic writing education.

Since the 1960s, several models and theories have been developed to dissect the field of SLA, aiming for a deeper understanding; however, it remains challenging to explore its multidimensional nature thoroughly. Numerous studies have been conducted to expand the boundaries of second language acquisition (SLA). Consequently, new areas within SLA have been identified, and new findings reported, prompting further inquiries that require adequate addressing. Research is ongoing, exploring fresh ideas and drawing conclusions daily, thus continually enriching the subject. However, second language acquisition remains a field of study shrouded in tantalising mystery, with more questions than answers persisting (Troike, 2005; Ellis, 2020). Many significant issues await thorough exploration. The defining term ‘Second Language Acquisition’ requires special attention for proper examination. It raises several questions. First of all, what is a ‘Second Language’? Secondly, what is the implication of the word ‘acquisition’? Thirdly, is ‘acquisition’ synonymous with ‘learning’? Fourthly, if they are not equivalent, how do they differ from each other? It also prompts further inquiries about whether ‘Second Language Acquisition’ is merely a process of acquiring a second language or a distinct field for studying that process. In this paper, the researcher has concentrated on conducting a conceptual study of Second Language Acquisition, focusing primarily on the definition of SLA and the distinctions between ‘acquisition’ and ‘learning’, if any, with special reference to Stephen Krashen’s input hypotheses (1982) and Chomsky’s innate hypothesis (1957).

Under the background of globalisation, multilingual learning has evolved from personal development options to a necessary literacy for survival in modern society. In the process of language learning, people will be more or less influenced by their mastered language, which is the effect of language transfer. Therefore, language transfer has always been an important topic in the field of second language acquisition. When the positive transfer phenomenon occurs, the mother tongue (L1) or the mastered language plays a role in promoting the learning of the target language (L2); on the contrary, when L1 plays a negative role on L2, the negative migration of the language occurs. In order to better reflect the impact of language transfer in the field of second language acquisition and promote the improvement of teaching methods, this article will briefly describe the theories and hypotheses that have far-reaching significance in the field of linguistics so far, and take native Japanese speakers who learn Chinese as an example to explain the performance of positive transfer and negative transfer in grammar, phonetics, etc. The research results will also be analysed, and suggestions will be made for future Chinese learning and textbook preparation.

In the early 1980s, American linguist Stephen Krashen proposed a series of hypotheses in the field of second language acquisition (SLA), including the Acquisition-Learning Hypothesis, Natural Order Hypothesis, Monitor Hypothesis, Input Hypothesis, and Affective Filter Hypothesis. Among these, the Input Hypothesis stands as the central and most pivotal component, constituting a cornerstone of theoretical research in SLA. In recent years, Krashen and Beniko Mason have conducted in-depth refinements on the Input Hypothesis, and introduced Story Listening (SL) and Guided Self-Selected Reading (GSSR) as optimal input forms. These innovations provide innovative theoretical frameworks and practical pathways for advancing SLA research and pedagogy. This paper systematically reviews the theoretical underpinnings of the Input Hypothesis through a literature synthesis methodology, elucidating the definitions, implementation mechanisms, and empirical efficacy of optimal input forms. The study concludes that comprehension-based input methods significantly enhance the efficiency of language acquisition.

Abstract There is increasing interest in self‐efficacy (SE) as a variable to predict learner behavior during tasks, but many tasks involve learners working collaboratively in groups. Collective efficacy (CE) can be used to assess the feelings of the group about their overall ability to complete a task. It has been largely ignored in the field of second language acquisition, despite its potential to help us understand learner performance in groups. In this study, conducted in a tertiary educational context in Japan (N = 205), Rasch analysis was used to investigate whether CE can be considered a distinct construct from SE among these participants. Data were then gathered at eight points over an entire academic year with learners working in fixed groups for each semester. SE and CE were measured on multiple occasions and used to predict behavioral and cognitive engagement in four separate 10‐min discussion tasks. Results showed that CE was distinct from SE. Regression models showed that SE, rather than CE, predicted behavioral engagement in tasks. The relationship between cognitive engagement and the predictors depended on the specific task. The findings highlight the importance of SE and the group in influencing learners' task performance but also students' perceptions of the requirements of the task.

This descriptive qualitative study investigates pronunciation errors in Indonesian nasal consonants made by native Arabic speakers. Using a reading elicitation technique, data were collected focusing on the pronunciation of the nasal consonants /ŋ/ and /ɲ/, which were then transcribed using International Phonetic Alphabet (IPA) symbols. The analysis involved identifying distinctive features of sounds within the nasal segment when errors occurred. The results revealed a consistent pattern of assimilation, with changes notably influenced by surrounding sounds. Velar nasals underwent assimilation influenced by both vowels and consonants, resulting in substitutions such as /ʔ/, /ɢ/, and /n/. In contrast, palatal nasals showed assimilation primarily influenced by adjacent vowels, leading to alterations represented by /ʔ/ and /ɲj/. These findings highlight the systematic nature of phonological errors in the pronunciation of nasal consonants by Arabic speakers learning Indonesian and offer valuable insights for language instructors and researchers in the field of second language acquisition.

Purpose: This research investigated the impact of bilingualism on the acquisition of English as a second language (ESL) among students seeking English proficiency. The primary objectives of the study was to examine the effects of bilingualism on the ESL learning process, identify recurring language transfer patterns resulting from bilingualism in learning ESL and determine effective bilingual strategies for optimizing ESL learning. Methodology: The research questions guiding the study were: How does bilingualism influence the ESL learning process? What language patterns are transferred due to bilingualism in ESL learning? And what bilingual strategies can enhance ESL learning? The study adopted a qualitative approach, utilizing a case study design to investigate the experiences of English proficiency students at Tangaza University. Convenient sampling methods were employed, and data was collected through structured questionnaires and written compositions on the topic How I Spent My Last Holiday. The collected data was analyzed using thematic and content analysis. Findings: The study findings revealed that bilingualism influenced ESL learning in both positive and negative ways, with recurring language transfer patterns at phonological, morphological, syntactic, and grammatical levels. Effective bilingual strategies, such as consistent practice, immersion, and the use of technological tools, were identified as key to enhancing ESL learning outcomes. Unique Contribution to Theory, Practice and Policy: The study was guided by Larry Selinker’s Language transfer theory (1972), which significantly influenced the field of second language acquisition (SLA). The study recommended more effective teaching methodologies, including tailored instructions, structured writing training, and interactive learning activities, to improve learners’ language interaction and usage.

Abstract In this article, we reflect on how stay-abroad data and research have contributed to the field of second language acquisition and on what form future contributions could take. To do so, we use a recent model of second-language interaction (Geeslin, 2020, 2023) as a framework, focusing on two components of the model: learner characteristics (i.e., gender, identity) that shape language use and input available to learners. For each component, we reference empirical research on sociolinguistic and phraseological development in stay-abroad contexts to formulate six testable hypotheses. We show how these hypotheses may fruitfully guide future research, with the goal of refining this model of second-language interaction and informing theory building within the field of second language acquisition more generally.