L2 Students Research Articles

Individual growth curve modeling for applied linguistics research

In applied linguistics research interest has surged in recent years for questions related to individuals’ development and change. The most commonly used methods in the field for analyzing repeated measures data, for studying variation and stability in individual change, and for investigating how individual level outcomes relate to the group may not be the most robust available. In this methods tutorial, we introduce a state-of-the-art longitudinal data analysis method: individual growth curve modeling. We describe the various uses for individual growth curve models (IGCM) in comparison with other cross-sectional or single-subject analytical methods, define important terms related to such models that describe outcome variable Y at time t, and show how IGCM can be used to analyze variables at the individual and group levels simultaneously. In our tutorial, we provide a worked example of IGCM that draws on a dataset of L2 students’ classroom disengagement and use R to exemplify the necessary steps for conducting IGC modeling. Through this example, we demonstrate how IGCM are especially suited to data structured on multiple levels, where repeated measures varying across time are nested within individuals, and where both time-variant and time-invariant measures are of interest. We further demonstrate how, in addition to examining changes over time in the outcome variable for the same individual using repeated measures, IGCM can also capture individual differences in those changes. We conclude with a brief review of how such models have been used recently across a selective sample of research domains in applied linguistics

Sensitizing Citing Practices of Graduate Students of TEFL in Academic Summary Writing

This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text use, were assigned individually to 16 graduate English language teaching students from Iran. After completing the tasks, the students participated in retrospective interviews about their source-text use. Recursive thematic data analysis indicated that while they were inclined towards more direct source-text use in the first summary, they opted for more indirect and academic source-text use that involved their contribution and interpretation in the sensitizing task. The paper discusses the significance of sensitizing students to source-text use.

Syntactic complexity and connector use in the summary writing of L1 and L2 Canadian students

AbstractThe study compared the syntactic complexity and the use of logical connectors in summaries written in French by two groups of students: speakers of French as first language (L1) and peers in a French-immersion program (L2) from grade nine to university. Both L1 and L2 groups of university students demonstrated more general complexity in their written summaries than less mature writers. However, the use of phrasal elaboration was apparent just at the upper secondary and university levels with L1 students. Both groups generally tend to overuse causal connectors while underusing additive and adversative connectors compared to the author’s use in the source text. Yet both groups employ significantly more adversative connectors just at the post-secondary level. The only difference observed between L1 and L2 writers was in the diversity of connector words used in the summary, with the former group using a richer, more diverse vocabulary. Several measures for succinctness differentiated L1 and L2 students in early secondary with the latter group condensing the source text less than L1 students. Correlation analysis suggested that many measures of syntactic complexity and connector use are inextricably linked.

The “Problem” of L2 Writers in College Composition Placement: Identity, Outcomes, and the Future of Directed Self Placement

In response to the rapidly growing number of international and multilingual students on U.S. college campuses, many colleges’ first year composition (FYC) courses have expanded to include classes designated for “ESL” or “International” students, with increasing scholarship on the best pedagogical practices for such classes. Despite increasing scholarship on the best pedagogical practices for such classes, the implications of placing students into them remains “the thorniest of issues” (Crusan, 2011), with mounting debate as to how to measure L2 students’ suitability for either “ESL” or “mainstream” writing classes, as well as the role students should play in labelling themselves “ESL” writers. Directed Self-Placement (DSP) is emerging as a more equitable and anti-racist alternative to test-based placement; however, there are concerns about its suitability for L2 writers specifically (Crusan, 2011; Ferris, 2017). This literature review therefore aims to address two questions: (1) what are the unique challenges of placing L2 writers in FYC courses? Specifically, what are the implications of the identity labelling inherent in placing L2 students in courses designated as “ESL” or for “International Students” with regard to student investment and learning outcomes? (2) Might DSP offer a viable alternative to traditional L2 placement testing that addresses such implications?

Digital school or online game? Factors determining 3D virtual worlds in language classrooms for pre-service teachers

ABSTRACT A three-dimensional virtual world (henceforth, 3DVW) is a novel phenomenon with enormous potential as a virtual community for broadening meaningful life experiences. Previous 3DVW research, however, has not addressed the determinants that influence L2 students’ expectations. The primary goal of this study was to employ a combination of exploratory and confirmatory factor analysis (CFA) to identify significant factors impacting 3DVW in the next-normal L2 classrooms. Drawing on the empirical research, a countrywide sample of 1174 student teachers completed a 50-item questionnaire to investigate the essential features of 3DVW in relation to language learning and instruction. Half of the respondents were subjected to exploratory factor analysis (EFA), while the other half were retained for CFA. The findings of EFA indicated that a five-factor model of the 3DVW best explains the data: (1) target language practice, (2) collaboration, (3) authentic environment, (4) engagement, and (5) self-control. CFA was a good fit, bolstering the five-factor solution. Overall, the reliability and validity offered by these factors were satisfactory. The inherent limitations and future research directions are highlighted.

The Effect of a Cognitive Approach on EFL Students’ Motivation in Terms of Task-Value, Control of Learning Beliefs, and Self-efficacy

This study examined the effect of the Cognitive Academic Language Learning Approach (CALLA) on the improvement of EFL students’ motivation in terms of task value, control of learning beliefs, and self-efficacy. This mixed-methods study consisted of two phases: quantitative and qualitative. In the first phase which was a quasi-experimental design with two groups (experimental and control), all students responded to a motivation questionnaire. Qualitative data were collected using focus group interviews which were done with participants in the experimental group to obtain their perceptions of the effect of the intervention programme on the improvement of the three motivational constructs. While the quantitative data were analysed using descriptive statistics, t-test, Analysis of Variance (ANCOVA), and Multivariate Analysis of Variance (MANOVA), the interviews were transcribed and analysed qualitatively. The study revealed that CALLA was effective in increasing students’ motivation in terms of task value, control of learning beliefs, and self-efficacy. Thus, CALLA can be recommended for L2 students in academic reading courses.

How does having a good ear promote successful second language speech acquisition in adulthood? Introducing Auditory Precision Hypothesis-L2

AbstractIn this paper, I first provide a brief review of how scholars have conceptualized, tested, and elaborated aptitude frameworks relevant to second language (L2) speech learning. Subsequently, I introduce an emerging paradigm that assigns a fundamental role to domain-general auditory processing (i.e., having a good ear) in L1 speech acquisition and proposes that the same faculty acts as a cornerstone of L2 speech learning (i.e., the Auditory Precision Hypothesis-L2). This hypothesis predicts that learners with more precise auditory processing ability will be able to make the most of every input opportunity, which will result in more advanced L2 speech proficiency. To close, I will provide suggestions on how scholars can assess L2 students’ auditory processing ability (e.g., our team's offline test deposited at L2 Speech Tools for Researchers & Teachers [http://sla-speech-tools.com/]) and discuss how the results can be used to maximize learners’ L2 speech learning opportunities via optimal, profile-matched training programs (e.g., explicit vs. incidental training; naturalistic vs. classroom learning; phonetic vs. auditory training).

The Impact of Flipped Learning on L2 Learners’ Achievements: A Meta-Analysis

This study aims to examine the effects of flipped learning on L2 students’ overall academic achievements through meta-analysis. Forty studies (e.g., journal articles, M.A/Ph.D. theses and conference papers) on ‘flipped classroom’, ‘flipped learning’ and ‘academic achievement’ were included in this meta-analysis study. The data was analyzed by using Comprehensive Meta-Analysis Software. The random effects model was used in analyzing the overall effect size and the heterogeneity of the studies included in this meta-analysis. The results revealed that flipped learning has statistically significant effect on L2 learners’ academic achievements (g=1.303) compared to traditional learning approaches. This result does not differ according to publication type, educational level and four basic language skills and sub-skills, but it differs according to sample size of the selected studies.

Relationship among critical thinking, multiple intelligence, and Iranian EFL learners’ speaking skill

Focusing on multiple intelligence (MI) and critical thinking (CT), which are often thought to be the important factors in improving second language (L2) learners’ skills, has been the major concern of researchers in recent decades. This study investigated the (possible) relationship among MI, CT, and Iranian English as a foreign language (EFL) learners’ speaking skill. Seventy intermediate participants were chosen from Shahrekord University, Iran, and a language institute in Yazd, Iran. To identify the participants’ MI profiles, the Persian translation of McKenzie’s MI Inventory Questionnaire was administered to the participants. Also, to determine the participants’ CT, the Persian translation of California CT Skill Test was used. Thereafter, the participants’ speaking skill was measured by the IELTS (International English Language Testing System) speaking test. Results of the Pearson correlation coefficient showed that there was not any significant relationship between the participants’ MI and the speaking skill, whereas there was a significant relationship between their CT and speaking skill. In addition, the results revealed that, first, MI and the speaking skill did not correlate significantly and, second, the findings showed that the higher the participants were critical thinkers, the better and more fluent they were in their L2 speaking. Findings have some implications for L2 practitioners, students, administrators, and researchers in English language teaching, suggesting the incorporation of and CT skills in L2 learners’ class activities and their textbooks.

Study on motivation factors and their affectiveness among the students of anatomy

Nowadays, we see in many medical students a real demotivation whatever the discipline involved. This has disastrous effects in the student world resulting in a lack of interest in courses on the one hand but also the abandonment of medical studies on the other.The objective of this work was to identify the motivation factors of anatomy students of first and second years, determine the different types of motivation, assess the degree of motivation, and make recommendations to improve the motivation of anatomy students particularly, and generally during medical studies.In this context, we conducted a cross-sectional and descriptive study with L2 and L3 medical students at Gaston Berger University in Saint-Louis in the 2021/2021 academic year.We collected 135 questionnaires from 153 students, giving a response rate of 88.2%. Most respondents were male. The overall degree of motivation was 77.85% with no significant difference between the two sexes.Motivation is probably the most important factor that teachers can target to improve learning. A better understanding of the determinants and indicators of motivation could, to some extent, improve medical student training.

Writing development in Spanish as a second and heritage language: a corpus study on complexity

ABSTRACT Few studies have analyzed the writing features of second language (L2) alongside heritage language (HL) learners of Spanish. Focusing on the development of writing complexity, we collected data from students at the beginning and at the end of a composition sequence. Comparing the groups at the outset revealed HL students’ greater mood complexity. After 14 weeks, both groups improved in tense complexity, mean essay length, and lexical sophistication. Our findings suggest that, given sufficient time, both HL and L2 students can progress in similar ways in at least some measures of linguistic complexity. Nevertheless, they might gain from instruction that facilitates new and diverse vocabulary, and the construction of longer sentences. L2 students specifically would benefit from greater emphasis on the subjunctive. Our study supports the claim that achieving writing complexity takes time and comes in stages, contributing to a more nuanced understanding of L2 and HL writing development.

A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing

A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing

Attitude markers in L2 learners' academic writing : a case study of master's theses by Czech students compared to L1 students' writings

Writer-reader interaction is considered a crucial component of a well-written academic text, largely achieved through the use of metadiscourse resources. This paper investigates the frequency and range of 'attitude markers', i.e. one of the five sub-categories of interactional metadiscourse resources (Hyland and Tse 2004) in two learner corpora composed of Czech (L2) and native speaker (L1) university students' academic texts. The survey has shown that research-oriented attitude markers are preferred over topic-oriented ones in both corpora, with the former being used mainly to evaluate the writer's own research and its findings. Attitudinal adjectives were identified as the most frequent and most varied category in both corpora, followed by attitudinal nouns, adverbs, and verbs in their respective order. The results also indicate some interesting differences, for example, that Czech students, unlike L1 students, tend to overuse attitudinal adverbs in the sentence initial position. By highlighting the similarities and differences in the use of attitude markers in L2 and L1 student writing, the study may be of value to both students and their tutors and help to raise students' awareness of the dialogic and interactional character of academic texts.

A corpus-based comparison of syntactic complexity in academic writing of L1 and L2 English students across years and disciplines.

Syntactic complexity, widely acknowledged as a key predictor of writing quality, has gained increasing attention in the realm of academic writing. A notable line of inquiry has centered on the factors that potentially influence syntactic complexity in academic writing. Instead of attending to one factor, the study focuses on multiple factors to examine how language background affects syntactic complexity across years and disciplines. Specifically, it compares the syntactic complexity in English academic writing between L1 English and L1 Chinese university students across four years and/or three disciplines. Fine-grained indices, which include five clausal indices and eight phrasal indices, are utilized to capture specific syntactic features for a full understanding and description of the syntactic preferences shown by L1 English and L1 Chinese students in academic discourse. The results revealed that L1 English students tended to produce more noun phrases in academic writing than L1 Chinese students with the increase of years. Additionally, both cohorts of students followed similar syntactic patterns in cross-disciplinary contexts, with highly frequent use of complex nominals in the Physical Sciences and clausal structures in the Social Sciences. In instances where language background, year, and discipline interact, texts produced by Chinese English learners exhibited reliance on the syntactic features of adverbial clauses, attributive adjectives, and pre-modifying nouns across all disciplines in the early years of their academic journey. Ultimately, some pedagogical implications for academic writing courses are put forward in an attempt to provide valuable insights for enhancing academic literacy among both L1 and L2 students.

The impact of L2 students’ self-efficacy on the perception of and approach to their academic writing practices in their first year of study at an EMI university: A longitudinal case study

The impact of L2 students’ self-efficacy on the perception of and approach to their academic writing practices in their first year of study at an EMI university: A longitudinal case study

Linguistic Profile of a Text and Human Ratings of Writing Quality: a Case Study on Italian L1 Learner Essays

This paper presents a study based on the linguistic profiling methodology to explore the relationship between the linguistic structure of a text and how it is perceived in terms of writing quality by humans. The approach is tested on a selection of Italian L1 learners essays, which were taken from a larger longitudinal corpus of essays written by Italian L1 students enrolled in the first and second year of lower secondary school. Human ratings of writing quality by Italian native speakers were collected through a crowdsourcing task, in which annotators were asked to read pairs of essays and rated which one they believed to be better written. By analyzing these ratings, the study identifies a variety of linguistic phenomena spanning across distinct levels of linguistic description that distinguish the essays considered as ‘winners’ and evaluates the impact of students’ errors on the human perception of writing quality.

Immersive bilingual primary learning in a regional minority language (Basque). Discourse outcomes in Basque L1 and French L1 students

This work will present a discourse analysis of oral narrative productions, of fairy tales told in Basque and French by students attending bilingual immersive primary schools in the Basque Country of France, where Basque and French are in a diglossic relationship : Basque is the minority language, less spoken, less transmitted, occupying fewer social functions than French, the hegemonic language.The analysis focuses on narrative autonomy, textual planning and the use of temporal textual organisers, distinguishing the narratives of students whose home language (or L1, language learned first, used at home) is Basque from those of students whose L1 is French.The results are in line with those of other studies in the same field throughout the world, suggesting that in a territory in which a diglossic relationship exists between the languages present, learning in a minority language, be it the pupil’s L1 or L2, can lead to the development of good linguistic skills in both languages, the minority language and the hegemonic language, by the end of primary school.

Implementation of Automated Feedback System for Japanese Essays in Intermediate Education

Traditional Automated Essay Scoring (AES) only provides students with a holistic score, unable to provide meaningful feedback on students writing. Holistic, structure, style, word, and readability are chosen from the 6+1 writing-trait theory to create an Automated Essay Feedback (AEF) for Japanese L1 students. By combining these rule-based traits with a data-driven model, wecreated a hybrid system that can automatically grade and give feedback to students. The system automatically identifies parts of student writing that need improvement, then recommends corrective and suggestive feedback. Our contributions are twofold: design a 5-writing-trait AEF for Japanese L1 students and implement the holistic corrective writing-trait.

The Role of Collocations and Sociolinguistic Factors in Reading Comprehension Skills of L2 Turkish Primary School Students

This study examines the relative role of collocations (and its sub-types) and the effect of sociolinguistic factors on the reading comprehension skills of 4th-grade primary school students learning Turkish as a second language (L2). For this purpose, this study recruits L1 and L2 students from Başakşehir, Beylikdüzü, Fatih, and Esenler districts of Istanbul. The researchers collected data using the Language and Social Background Questionnaire (LSBQ) and a Reading Comprehension Test. The data were analyzed using statistical analyses such as the Independent Samples T-Test and the Independent Samples One-Way Variance Analysis (ANOVA) in the SPSS 22.0 package program. The study concludes that L1 students are more successful than L2 students in reading comprehension test with collocations. In terms of sub-types of collocations, L2 students are more successful in “restricted collocations” compared to other types. While L2 students' reading comprehension skills and success across collocation types are affected by sex, the language used while watching TV/video, and having technological devices such as tablet and computer; comprehension scores are not affected by the number of siblings, socioeconomic level, the language spoken by father within the home, and reading regularly. This study will significantly contribute to researchers, teachers, and policy-makers who are working with immigrant L2 students.

Literacy Practices among Tertiary Students in the Western Cape, South Africa

Language and critically thinking play a major role in academic performance. In multilingual contexts, multiple factors account for the way Second Language (L2) learners make sense of the academic texts they read. The students’ multilingual and multicultural diversity impacts on their interpretation of academic texts. This article is derived from a work with mixed method but focuses on qualitative design. This article qualitatively analyses how L2 students read and interpret academic texts in South African Universities. Members of a study group were interviewed both as a group and individually. In the end, students’ study practices towards academic literacy reveals translanguaging as one strategy of interpreting academic. One argument is that most African Universities have English as a medium of instructions whereas the students are often from diverse linguistic and cultural backgrounds. This diversity tends to influence the way students read and interpret academic texts.