L2 Learners Research Articles

Digital multimodal composing as a translanguaging space

Abstract Multimodality and translanguaging are groundbreaking concepts that researchers and teachers in second language education have increasingly embraced over the past decade. Despite their potential to transform traditional monolingual and monomodal approaches to assessment design, these concepts remain largely unexplored in Chinese language teaching, particularly as legitimate assessment strategies. This study was conducted with a large group of ab initio beginners of Chinese at a Western university. It first analyses students’ digital multimodal composing (DMC) projects, a video assessment designed to enable students to showcase their learning achievements multimodally and multilingually. It then discusses the challenges students encountered when engaging with this novel assessment approach for the first time. Findings demonstrate that in this DMC project students created a translanguaging space with rich trans-semiotic resources, actively engaging in communication through their newly acquired language despite being absolute beginners in their first few weeks of learning. Furthermore, due to the novelty of the assessment design, the study also found that some students encountered challenges such as uneven technical skills and the complexity of the assessment design. The study suggests that teachers should reconceptualise their approach to teaching Chinese in the digital age, focusing on empowering learners to apply their language skills in real-life communication contexts. Building ownership of their L2 learning can strengthen their motivation to learn Chinese more effectively and creatively.

Effects of peer familiarity on Chinese English learners’ L2 learning in collaborative writing

AbstractIn second language education, the pairing of students for interaction, particularly based on peer familiarity, has garnered considerable attention from researchers. Despite this focus, studies examining the impact of peer familiarity on language learning during peer interactions have produced varied results, with limited exploration in the context of collaborative writing tasks. This study seeks to investigate the effects of peer familiarity on Chinese English learners’ language learning in collaborative writing. Two groups of participants were recruited, including five familiar pairs and five unfamiliar pairs. Their interactive dialogues throughout the collaborative writing process were recorded; transcribed; and then analyzed for the number, type, and outcome of language‐related episodes (LREs). Our findings revealed that the familiar pairs exhibited a significantly higher production of LREs and a greater success rate in solving these episodes compared to the unfamiliar pairs. Furthermore, all participants demonstrated a higher retention rate for successfully solved LREs compared to unsolved ones, although no significant difference was found between the two groups in terms of language learning retention. The findings offer pedagogical implications for student grouping in collaborative work.

Effects of processing tasks on children's learning of second language words

This study investigated the impact of different semantic tasks (pleasantness-rating and translation reading-aloud) and structural tasks (letter-counting and word-copying) on Chinese-speaking children's learning of English words. Participants' memory of first language (L1) counterparts for second language (L2) words and learning of L2 word phonology and phonology-meaning mapping were respectively assessed via the L1 free recall, L2 free recall, and picture-cued L2 recall tests. Logistic mixed-effects regression modeling yielded the following findings. First, pleasantness-rating and letter-counting had minimal impact on the acquisition of L2 word knowledge, except that letter-counting significantly facilitated the recall of L2 word phonology. Second, translation reading-aloud and word-copying positively influenced L2 word acquisition, although the former did not significantly affect phonology learning. Third, translation reading-aloud outperformed pleasantness-rating when it came to recalling L1 counterparts and learning L2 word phonology and phonology-meaning mapping, and word-copying was more effective than letter-counting in the learning of L2 word phonology and phonology-meaning mapping. These findings partially support the transfer appropriate processing (TAP) framework and confirm the predictions of the processing-resource allocation (TOPRA) model, although some divergent results—most likely attributable to methodological difference—were observed. Additionally, these results offer valuable instructional implications.

Boredom and English language conversational topics: an idiodynamic approach

ABSTRACT Purpose: The study aims to determine the effect of various conversational topics on the dynamics of boredom within and between individuals in second language (L2) learning. It explores the moment-to-moment changes in boredom levels using an idiodynamic method. Design/Methodology/Approach: The study involved four intermediate-level university students engaging in conversations on four different topics. Participants self-rated their boredom levels after each conversation and participated in follow-up interviews to explain changes in their boredom. The idiodynamic method was applied to capture the dynamic changes in boredom. Findings: Results indicated that boredom levels fluctuate both within and between individuals based on conversational topics. Factors contributing to these fluctuations included interest in the topic, familiarity with the subject matter, and personal experiences. The study provided insights into how different conversational topics could influence learners' boredom and engagement levels dynamically. Originality/Value: This research contributes to the understanding of the dynamic nature of boredom in L2 learning by employing an innovative idiodynamic approach. It highlights the importance of topic selection in language teaching and offers practical recommendations for educators to enhance student engagement and reduce boredom in L2 classrooms.

Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers

Despite the growing interest in unveiling the effect of attributions on L2 learning, there is a dearth of literature on the relationships between attributions and other motivational factors to better explain the motivation of second language (L2) learners. To fill this gap, this study examined the antecedents (language mindsets) and consequences (learning engagement) of students’ attributions to their writing achievement with a sample of 242 second-year students from a Chinese high school. Structural equation modeling results demonstrated the positive associations between growth mindset and internal attributions (i.e., ability and effort) and between fixed mindset and external attributions (i.e., context and luck) to their writing achievement. Further, internal attributions were positively associated with behavioral, emotional, and cognitive engagement, whereas external attributions were negatively related to these three types of learning engagement, with context attribution showing no relationship with behavioral engagement. In terms of the indirect effect, only one path from fixed mindset to emotional engagement via luck attribution was evident. The study contributes to the literature by exploring the nuanced relationships between language mindsets, attributions, and learning engagement in L2 writing learning, based on which pedagogical implications and suggestions for future research are proposed.

Higher reading spans mitigate context effects on lexical processing by low-proficiency L2 learners: a self-paced reading study

AbstractThis study examines context effects on lexical processing by low-proficiency Japanese learners of English during sentence comprehension, and the role of individual differences in verbal working memory (WM). Thirty Japanese learners of English as a second language (L2) and 27 speakers of English as a first language (L1) were recruited for a self-paced reading task with high and low context sentences to assess lexical processing abilities, and a reading span task to measure WM capacities. Bayesian modeling indicated that, at the group level, L2 learners had slower lexical processing times for low context sentences compared to high context ones, especially in the spillover region, while L1 speakers showed no difference. At the individual level, higher WM capacities among L2 learners appeared to mitigate these context effects, supporting the interactive-compensatory model (Stanovich in Read Res Q, 10.2307/747348, 1980; Remedial Spec Educ 5(3):11–19, 10.1177/074193258400500306, 1984). The findings highlight context effects on L2 lexical processing and the crucial role of WM in managing these effects among L2 learners.

Pragmatic Competence in an Email Writing Task: Influences of Situation, L1 Background, and L2 Proficiency

The study examines a corpus of 306 request emails written by 32 English-speaking (ES) teachers and 121 L2 learners from distinctive L1 backgrounds (i.e., Chinese, French, Spanish) and with different levels of L2 proficiency. Pragmatic competence is analyzed through the coding of direct and indirect request strategies used in formal and informal email writing. Findings reveal the influences of communicative situation, L1 background, and L2 proficiency on pragmatic competence in email writing. First, L2 learners show a significantly lower degree of situational variability compared with ES teachers. Second, L1 backgrounds have a significant impact on L2 writing performance. Third, L2 learners with higher English proficiency tend to use more indirect request strategies, but they have not developed pragmatic competence to adjust their usage across written contexts. Findings are discussed in relation to pedagogical implications for developing writing competence of L2 learners, which should be attuned to diverse rhetorical expectations and individual needs.

Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users

AbstractMost second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and peak instructional attainment on the long‐term evolution of advanced, instructed L2 learners’ skills following a longitudinal mixed‐methods research design. Participants (n = 28) completed an oral proficiency test, an oral interview, and a vocabulary knowledge test at multiple times over an 8‐year period, 6 years of which were postinstruction. Results showed that continued exposure contributes to long‐term retention (and some further development) of oral proficiency and fluency and that peak attainment at the end of formal instruction is also an important variable for some areas of L2 performance. Additionally, even the participants with limited exposure demonstrated little attrition over time.

More foreign-accented but more comprehensible: Attrition and amelioration of L1 speech in proficient L2 learners.

There is an increasing interest in cross-linguistic influences of the second language (L2) on the first (L1), but its communicative impact remains to be elucidated. This study investigates how L2 learners' L1 pronunciation is perceived as foreign-accented and (in) comprehensible as a function of their L2 learning experience and proficiency levels. Read speech of 154 L1 Japanese learners of L2 English in the J-AESOP corpus was examined, where approximately one-third of them had lived in English-speaking countries and the rest had never lived outside of Japan. Their L1 speech was rated by another group of native Japanese listeners for accentedness and comprehensibility (from October 25, 2022 to August 20, 2023), while their L2 speech was previously rated by native American English listeners for nativelikeness or proficiency. The speakers' vowel acoustics were also examined. More proficient L2 speakers were perceived as more foreign-accented in their L1, but only if they had lived overseas; their length of residence abroad predicted the degree of perceived accentedness. In contrast, more proficient L2 speakers were consistently perceived as more comprehensible in the L1, regardless of prior overseas experience. Acoustic analyses indicated that perceived accentedness is associated with a clockwise chain shift of all vowel categories in the vowel space. It was also revealed that the dispersion, rather than compactness, of vowel production contributed to perceived comprehensibility, although the degree of L1 vowel dispersion did not predict L2 proficiency. The overall results suggest two main conclusions. First, perceptible L1 foreign accent likely results from L1 disuse rather than L2 interference, thereby L1 pronunciation differs from native norms at a system-wide rather than category-specific level. Second, L2 learning has a positive influence on perceived L1 comprehensibility, rather than individuals with clearer and more comprehensible L1 speech being inherently better L2 learners.

Refashioning the Relationship with the Social World: A Nexus Analysis of a Japanese Queer Immigrant’s English Learning in Canada

Drawing on ethnographic data, this article chronicles a Japanese queer immigrant’s English learning experiences in a metropolitan area in western Canada. Informed by sociocultural theories and identity-centred approaches to Second Language Acquisition (SLA) research, I highlight the significance and interconnection between social identity, ideology, and language learner agency in second language (L2) learning, teaching, and education. Over a seven-month span, I investigated two research questions targeting the ideological constraints and potential coping strategies in the key participant’s English learning. Nexus analysis is applied as the methodological framework. Following a three-step procedure, I first illustrate my positionality as a researcher and the rationale of the project. I then conduct critical discourse analysis delving into two featured social actions selected from the database generated through ethnographic observations, semi-structured interviews, and participant’s reflective journals. I conclude with a discussion of how SLA researchers and educational practitioners can better support marginalized immigrants’ L2 learning. Building on this case, I propose an allyship-centred approach in L2 teaching and researching and a model of collaborative working between researchers and educational practitioners to provoke more equitable nexuses of practice in immigrants’ L2 education.

Translanguaged practice in listening assessment: L1 vs. L2 responses in recall tasks

ABSTRACT Listening recall tasks, where test takers write L2 responses based on audio content, often inadvertently measure L2 writing skills, potentially compromising the accuracy of listening assessment. To address this concern, the present study draws inspiration from translanguaging, and employs a mixed-methods approach to investigate the potential of using L1 responses into recall tasks to mitigate the impact of L2 writing proficiency on task outcomes, thus enhancing task validity. Specifically, a listening recall task requiring L1 responses was developed and administered to 102 L2 learners in low and intermediate English proficiency. Their performance on this task was compared to a control task that required L2 responses. Follow-up interviews were also conducted. The results indicated that allowing L1 responses in the recall task led to better performance for intermediate-level L2 learners, enhanced representation of the listening construct, and garnered participants’ preference as a listening assessment approach. This suggests that utilising L1 responses has the potential to improve the construct and face validity of recall tasks, addressing the initial validity concern. Consequently, this investigation contributes to the refinement of listening task development and advocates for the application of translanguaged practices in language assessment, advancing the broader concept of translanguaging in language education.

Possible L2 Selves and Learner Beliefs of Secondary School Students

Possible L2 Selves and Learner Beliefs of Secondary School Students

Beyond age and intensive exposure: Initial proficiency effects on adolescents’ second language proficiency in an international school

This study investigates the effects of biological age and intensive exposure on L2 learning in an International School context as regards variability in learning rate and L2 development among pre- versus mid-adolescent learners. Longitudinal data collection at three time-points over one year involved semi-guided interviews and written productions among 28 L1-French learners of English in two age groups, either 11 years or 15 years of age. The data were investigated using quantitative measures of accuracy, fluency and holistic proficiency, and analysed with robust repeated measures ANOVAs and ANCOVAs. The findings suggest that the one-year intensive experience of English learning in the International School promoted significant gains in accuracy and holistic proficiency, but only one aspect of fluency, i.e., speech rate. When initial proficiency as Time 1 performance was controlled, the 15-year-old learners performed better than their younger peers only in written proficiency, while the 11-year-olds showed a faster learning rate in some aspects of oral accuracy and fluency. However, initial proficiency eclipsed age and exposure effects on L2 proficiency development during the one-year intensive experience. These results suggest that, for the introduction of short intensive programs in instructed contexts, learners’ initial proficiency and biological age should be considered.

Modeling L2 motivation change and its predictive effects on learning behaviors in the extramural digital context: a quantitative investigation in China

Abstract Language learning in the extramural digital (ED) context has recently gained momentum because it focuses on second language (L2) learners’ autonomous, unstructured, online learning activities beyond the classroom. Drawing upon Dörnyei’s L2 motivational self system (including the ideal L2 self, ought-to L2 self, and L2 learning experience) to operationalize L2 learners’ motivational mindsets, this study aims to investigate whether L2 English learners’ ought-to L2 self can be translated into their ideal L2 self and predict learning behaviors within the ED context. Survey data from 310 undergraduate students in a top-tier Chinese university were collected and analyzed following a structural equation modeling approach. The results indicate that participants’ ought-to L2 self can facilitate the development of their ideal L2 self only through the full mediation effect of the L2 learning experience in the ED environment. Also, while students’ ought-to L2 self cannot directly predict their motivated learning behaviors in the ED context, there exists a significant indirect impact through the joint mediation of the L2 learning experience and ideal L2 self. These findings contribute to the ongoing conversation about L2 motivational dynamics by unveiling the conversion and interaction of different L2 motivational forces in digital and out-of-class settings.

Working Memory and Vocabulary Learning

The importance of cognitive factors, in particular, working memory, stands out as a crucial thread that connects the learning and retention processes in the complex web of second language acquisition. The limited capacity mechanism known as working memory, which is in charge of temporarily storing and manipulating information, is essential to the acquisition of vocabulary. Therefore, this study aims to explore the relationship between working memory and vocabulary learning in adult second language (L2) learners. The investigation engaged 40 adult participants who undertook a series of tasks designed to probe their working memory capabilities and assess their vocabulary learning outcomes. These tasks included a comprehensive questionnaire to gather demographic and linguistic background data, a Corsi block tapping task to measure working memory span, a targeted vocabulary learning session, and a subsequent word test to evaluate retention and application. The result showed a strikingly strong correlation between working memory capacity and vocabulary learning efficiency among L2 learners.

A SYSTEMATIC REVIEW OF BEHAVIOURAL CHANGES IN L1 LEARNERS DUE TO L2 NONVERBAL CUES

This systematic review explores the influence of second language (L2) nonverbal cues on first language (L1) behaviours among learners. While existing research has primarily focused on verbal proficiency, the integration of nonverbal communication—encompassing gestures, facial expressions, body posture, and vocal tone—into L2 learning remains under examined. This study investigates the phenomenon of superimposition, where L2 learners adopt nonverbal cues that subsequently shape their L1 interactions. Through an interdisciplinary lens incorporating psycholinguistics, cross-cultural communication, and second language acquisition theories, we identify significant behavioural changes in L1 communication patterns, emotional expressiveness, and social interaction styles. Key areas of impact include alterations in facial expressions, gestural behaviours, eye contact, and paralanguage. Utilizing psychometric tools such as self-report surveys, observational studies, and vocal analysis, this review highlights the complexities of nonverbal communication across languages and cultures. Ultimately, our findings underscore the necessity of understanding nonverbal cue integration to enhance cross-cultural communication and support multilingual individuals in navigating diverse interaction contexts.

Undergraduate Students Achievements in Pure-English- Taught Translation Class Influenced by Their English Learning BackgroundsAn Empirical Research from Cognitive Perspective

This work aims to figure out factors relating to the English learning backgrounds of undergraduate students that influence their diversified learning outcomes from a pure-English-taught translation class. The statistics acquired from both qualitative and quantitative approaches were used for analysis from the perspectives of effectiveness of language contexts and expectancy-value theory, so that certain connections between students cognitive activities and their acceptance level of pure L2 learning environment can be demonstrated. The research found that more impressive academic performance in pure-English class were shown by students who were more frequently and closely exposed to divergent naturalistic English contexts and activities, and who had higher self-efficacy and interest in translation learning.

The Effect of L1 and L2 on L3 in Grammar Learning from the Perspective of Language Transfer ---University Students with Chinese as L1, English as L2, learning L3 Spanish Subjunctive Mood

Third language acquisition (TLA) research, as a novel area of study both domestically and internationally, has garnered significant attention from scholars worldwide in recent years. Previous studies on third language acquisition have extensively focused on interlingual transfer, but there has been limited attention given to grammatical transfer, especially related to the subjunctive mood. Additionally, Spanish has received less discussion than other languages. This present study aimed to investigate the language transfer of Chinese and English on learning Spanish subjunctive mood in a Spanish writing test conducted by 20 Chinese university students. The data were analyzed using frequency analysis and descriptive analysis in SPSS. The study revealed the following major findings: (1) Chinese transfer affects Spanish through changing verb form and the choice of tenses. (2) English transfer affects Spanish through the wrong verb form in the adverbial clause of purpose. Thus, the negative transfer from L2 to L3 is stronger than the one from L1 to L3.

Investigating the Impact of Dialogic and Trialogic Interactive Factors on Chinese Advanced L2 learners’ Vocabulary Use in Spoken Contexts

The main objective of this study is to investigate how interactive factors affect the vocabulary usage of second language learners in their spoken language. Participants were 24 L1 Chinese undergraduate students of L2 English at an advanced level. L2 learners’ vocabulary use was assessed via tokens, lexical diversity, and frequency-based lexical sophistication. Participants provided speech data in response to seven persuasive speaking tasks across three speaking modes: two monologic, two dialogic, and three trialogic. This study showed that the interactive factor has a varied effect on L2 learners’ vocabulary usage. It positively influences the use of advanced vocabulary but does not affect the total number of words produced or the diversity of words used. Second, of all three speaking modes, the dialogic speaking mode is the best speaking condition to trigger L2 learners’ use of advanced words. Third, the vocabulary employed in dialogues and trialogues can vary due to the inherent disparities between the two modes of speech. Therefore, we propose the use of the dialogic interactive factor and trialogic interactive factor instead of the term “interactive factor” to encompass two specific conditions in which there was a noticeable difference in the performance of L2 learners.

An Analytical Study on Developing Language Skills among L2 Learners Through Digital Teaching and Learning

Technology integration has fundamentally transformed education, particularly in the field of second language (L2) acquisition. This experimental study explores the effectiveness of various digital tools and media—including online courses, educational applications, and multimedia resources—in enhancing English language skills among L2 learners. By leveraging technology, language learning becomes more flexible, personalised, and engaging, fostering active participation through virtual classrooms and real-time feedback mechanisms. This approach which is called adaptive learning cultivates a stimulating environment that encourages student engagement and motivation. Despite the advantages of digital tools, speaking anxiety remains a significant barrier for many L2 learners. This study posits that digital teaching methods can mitigate this challenge by facilitating dynamic and flexible communication; thereby, enhancing overall language proficiency in the digital age. The research involved a sample of 120 first-year B.A. English Literature students from eight Arts and Science Colleges in Kanyakumari District, Tamil Nadu, India. Descriptive and inferential statistical analyses were conducted on the data collected from the participating institutions. Descriptive analyses highlighted students' experiences and preferences for tools such as PowerPoint presentations, multimedia content, Padlet, and Edmodo. Inferential analysis, employing t- tests, revealed significant improvements in students' language skills attributable to digital teaching interventions. The findings reveal substantial enhancements in both productive and receptive language skills among EFL learners, underlining the positive outcomes of digital interventions. This study underscores the transformative potential of digital tools in L2 education, advocating for a shift towards a more technologically enriched educational landscape that prepares learners for the demands of the modern world. It contributes valuable insights into leveraging digital technologies to advance language education, advocating for their integration across diverse academic disciplines in literature, arts, and humanities.