Research In Second Language Learning Research Articles

Review and Enlightenment: The Influence of Foreign Language Enjoyment on Learning Achievement

Since positive psychology has been introduced into the field of second language acquisition research, foreign language enjoyment has gradually become the focus of emotion research in second language learning. Based on the CNKI database and the core collection database of Web of Science, this paper uses CiteSpace (5.8.R3), a bibliometric tool, to make a visual analysis of positive psychology research and foreign language enjoyment research in foreign language and literature disciplines, aiming at exploring the relationship and influence factors between foreign language enjoyment and foreign language learning achievement from key words and countries (regions) of distribution, so as to provide enlightenment for foreign language teaching.

Intercultural communication in second-language (L2) learning via social media within the Inuit context: a scoping literature review

This scoping literature review examines the extent of research in second-language learning through intercultural communication on social media, specifically in Inuit (Indigenous people of the Arctic) communities. The investigation maps out gaps in the literature and explains the need for research in the Inuit context. Forty-seven studies and related resources are examined through a conceptual lens focused on the intersections between intercultural communication, social media, and Indigenous peoples, revealing concentrations on authentic interaction, Indigenous identity, language revitalization, and maintenance. Particular to the Inuit context, the analysis identifies the following gaps: (a) intercultural communication in second-language learning and Inuit; (b) second language learning through social media and Inuit; and (c) intercultural communication in second-language learning via social media and Inuit. None of the studies reviewed describe pedagogical applications for Inuit. This scoping literature review suggests future research and curriculum development that could be implemented in the Inuit context, particularly in Nunavik.

Instrument to Measure Identity Motivation in Arabic Second-Language Learners

Research in second-language (L2) learning has revealed that aspects of identity can be strong drivers of L2 motivation. L2 Arabic learning research shows that Arabic, Middle Eastern, and Muslim identity may play a special motivational role, as Arabic is both a heritage language (HL) and a liturgical language (LL). The Kingdom of Saudi Arabia (KSA) has Arabic language institutes (ALIs) which offer L2 Arabic learning programs to scholars from outside KSA. Our aim was to revise, pilot, and assess the validity and reliability of an existing instrument to measure identity-related motivation to learn L2 Arabic in a sample of L2 Arabic learners at three KSA ALIs. We obtained instrument data from 98 learners (13% Arab, 11% Middle Eastern, and 97% Muslim), and conducted factor and other analyses to assess validity and reliability and confirm subscales. The most common languages of fluency were English (74%), Arabic (62%), any African language (40%), and any Indian language (21%). We found evidence of both reliability and validity, and identified four subscales as sources of L2 Arabic motivation that were slightly different than the original instrument: Islamic faith, for cultural exposure, for instrumental purposes, and to better understand Arab problems/politics. Subscale scores were highest (indicating stronger source of L2 motivation) for Islamic faith and cultural exposure, and lowest for Arab problems/politics. We include the final instrument and recommend that it be the subject of future studies aimed at increasing its validity and reliability, and assessing its performance in various groups of L2 Arabic learners.

Review of Mackey, A. (2020). Interaction, feedback and task research in second language learning: Methods and design. Cambridge University Press.

Review of Mackey, A. (2020). Interaction, feedback and task research in second language learning: Methods and design. Cambridge University Press.

Teachers’ Viewpoint of Metacognitive Strategy Instruction in Listening during Remote Teaching in Oman: Challenges and Strategies

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks out teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts.

The Relationship between Achievement Goal Orientations and Language Performance of Secondary School EFL Learners in China

Research in second and foreign language teaching and learning has indicated that there are many factors that influence language performance. These factors can be broadly divided into internal and external factors. This study investigated the impact of one internal factor, namely achievement goal orientations. It explored four types of achievement goal orientations namely mastery approach orientation, mastery avoidance orientation, performance approach orientation and performance avoidance orientation. This non-experimental quantitative study involved 360 Grade Eight Secondary school students from five randomly selected schools located in the Tongcheng County in Hubei Province, China. Data were collected using a survey questionnaire and the findings were analyzed using SPPS version 27. The findings indicated that there was a significant and positive relationship between achievement goal orientations and language performance. Mastery approach orientation, and mastery avoidance orientation however showed a significant, moderate and positive relationship, performance approach orientation showed a significant, low and positive relationship and performance avoidance orientation showed a very low and negative relationship with language performance. Overall, these findings imply that achievement goal orientations should be further explored as potential factors influencing language performance in English as a Foreign Language (EFL) classrooms.

Deconstructing neoliberalism through critical reflection, participatory and emancipatory action research in second language learning and teaching

Abstract This study aims to motivate researchers, teachers and learners to utilize critical social research methodology in the field of second language learning and teaching in which neoliberalism and neocolonialism have been profoundly embedded and overwhelmingly dominant. Therefore, critical reflection (CR), participatory action (PAR) and emancipatory action research (EAR) have been contextualized in the setting of English as a new language (ENL) in Turkey. It has been emphasized that socio-political issues that are excluded from ENL curriculum and settings can be included through critical social research that aims to oppose, deconstruct and reverse the widely accepted neoliberal policies. The firmly established hegemony, ideology and economic structure of neoliberalism in ENL can be resisted by changing the method of research methodology into a more transformative, revolutionary, radical and emancipatory mode of research. An example of how this kind of participatory and emancipatory action research could be carried out in Turkey was presented and suggested. In addition, the importance of linguistic human rights as a social and linguistic change has been emphasized.

Interaction, feedback and task research in second language learning: Methods and design, Edited by A.Mackey, Cambridge; Cambridge University Press. 2020, xv–249 pp. https://doi.org/10.1017/9781108589284

Interaction, feedback and task research in second language learning: Methods and design, Edited by A.Mackey, Cambridge; Cambridge University Press. 2020, xv–249 pp. https://doi.org/10.1017/9781108589284

Alison Mackey: Interaction, Feedback and Task Research in Second Language Learning: Methods and Design

Alison Mackey: Interaction, Feedback and Task Research in Second Language Learning: Methods and Design

Review of Mackey (2020): Interaction, Feedback and Task Research in Second Language Learning: Methods and Design

Abstract This article reviews Interaction, Feedback and Task Research in Second Language Learning: Methods and Design 9781108731027GBP 26,99

Recasts and Negotiated Prompts: How do Chinese L2 Learners Perceive Them?

Two types of corrective feedback, recasts and prompts, have sparked much research in second language (L2) learning and teaching. However, it is still unclear how these two types of feedback draw learners’ attention to the erroneous forms in L2 classes. This study used an open questionnaire to investigate Chinese learners’ perceptions of recasts and negotiated prompts (i.e. clarification requests, elicitations and repetitions) for their English learning. The results show the majority of the comments about the two feedback types were positive, indicating the learners’ overall positive attitudes to error correction. Significantly, most of the comments on the two feedback types accord with scholarly opinions about their usage for L2 learning, such as being able to identify the error made after hearing what the teacher said in the recast. Another example might be engaging in a thinking process on receiving a prompt. However, some of the comments provide new insights about how learners may use the two types of feedback for L2 learning, for example, having a deep impression/memory of what the teacher said in the recast and the difficulty in self-correcting their error following a negotiated prompt. These findings, in particular the new insights, confirm Swain’s (2000) argument that research needs to test scholarly assumptions about pedagogical tasks or devices.

Personal investment theory: A multi-faceted framework to understand second and foreign language motivation

The aim of this article is to introduce second and foreign language researchers to personal investment theory, a classic motivation theory that takes a multi-faceted approach to understand when and why learners invest themselves in a particular domain. Personal investment theory posits that there are three key components of meaning--(1) facilitating conditions, (2) sense of self, and (3) perceived goals--which are crucial to understanding motivation and learning. The paper gives an overview of the key tenets of personal investment theory and illustrates the synergies between this theory and research in second and foreign language learning. Although personal investment theory has seldom been used in second and foreign language research, a case is made for how it can enrich mainstream second and foreign language theorizing. Personal investment theory has key strengths including its integrative multi-faceted approach to understanding motivation, sensitivity to the role of socio-cultural influences, focus on powerful yet neglected constructs, and its recognition of cross-cultural similarities and differences. The paper concludes with recommendations for optimizing second and foreign language learning.

Task differences do not impede overall learning when adapting to a novel sound

Lexically guided perceptual learning (LGPL) and second-language learning (L2) research seeks to understand how listeners adapt to novel speech sounds. In LGPL, listeners shift their perception of a native phonetic contrast in response to hearing an ambiguous token embedded in an unambiguous lexical context. In L2 tasks, often involve categorizing non-native sounds, usually with explicit feedback. In general, L2 learning is seen as more effortful and individually variable than LGPL. However, paradigms differ in terms of stimuli (native vs. non-native phonetic contrasts) as well as tasks (lexically-guided implicit feedback vs. explicit feedback). To test whether L2-type vs. LGPL-type tasks yield differences in learning, participants were trained using an L2-style task to shift their native boundary along an /s/ to /sh/ continuum. With feedback, participants categorized the midpoint token as one novel object, and an endpoint token (counterbalanced across subjects) as another novel object. After training, a boundary shift comparable to previous studies using the LGPL task was found, suggesting that explicit and lexically-guided feedback produce similar magnitude of learning. Despite this, participants in the L2-style task experienced lower accuracy and more variability in perception of the continuum endpoints, suggesting that task differences partially explain less consistency across individuals in L2 research.

Ottoman Turkish in the high school curriculum: current language planning discussions in Turkey

ABSTRACTThis paper explores the recent policy decision about the teaching of Ottoman Turkish at high schools in Turkey and unpacks its historical, political, and social undercurrents. It theoretically rests upon Spolsky's [2004. Language policy. Cambridge: Cambridge University Press, 2009. Language management. Cambridge: Cambridge University Press] and Shohamy’s (2006. Language policy: Hidden agendas and new approaches. London: Routledge] work on language policy and management at the state level, and Liddicoat and Baldauf’s [2008. Language planning in local contexts: Agents, contexts and interactions. In A. J. Liddicoat & R. B. Baldauf (Eds.), Language planning and policy: Language planning in local contexts (pp. 3–17). Clevedon: Multilingual Matters] and Chua and Baldauf’s [2011. Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge] explorations of micro language planning and agency. After providing background on the orthographic revolution in 1928 and the subsequent lexical purification in Turkey, this paper analyzes the policy decision about the incorporation of Ottoman Turkish into the high school curriculum. The analysis leads to three main observations. First, this policy decision emerged as part of the national identity reconstruction efforts stage-managed by the ruling political party aligned with neo-Ottomanist ideals. Second, the government has ideologically constructed the teaching of Ottoman Turkish at high school as essential to rebuild the connection with Ottoman-Islamic heritage lost purportedly after the Turkish Language Reform. Third, save for the attempts to address the issues about linguistic expertise and fairness in selecting teachers, this policy mostly neglected the micro-level agentive responses. This paper closes with conclusions that connect the analysis of the Ottoman Turkish case in Turkey to broader language planning research.

Foreign Language Anxiety and Learner Beliefs in Second Language Learning: A Research Timeline

Research in second language learning has significantly demonstrated that foreign language anxiety and learner beliefs have been the main domain of inquiry in applied linguistics. Such interest has seen upsurge in studies on L2 anxiety and learner beliefs. This study tends to review language anxiety and learner beliefs in language learning. The review shows moderate and high levels of language anxiety in studies including negative correlation between anxiety and achievement. In addition, it also reveals that learner beliefs have played a role in increasing language anxiety. Moreover, research studies on FLA (foreign language anxiety) and LB (learner beliefs) describe a whole scenario of the exiting literature. The study also critiques some pedagogical strategies suggested in research and how far these are applicable in decreasing language anxiety and avoiding incorrect beliefs about language learning. Further, the research review suggests that different approaches are used to quantify language anxiety and to describe beliefs in language learning. Since, the prime purpose of the study is to review the approaches and their validity and reliability in describing language anxiety and beliefs. The study synthesizes foreign language anxiety and learner beliefs studies and offers some recommendations in order to complement and supplement the existing literature.

English-medium instruction in Japanese universities: policy implementation and constraints

English-medium instruction (EMI) is gaining momentum in Japan as politicians constantly highlight the need for Japanese universities to cultivate students with English skills to participate in the global market. Adopting a framework on the failure of policy implementation [Schiffman, H. (2007). Tamil language policy in Singapore. The role of implementation. In V. Vasih, S. Gopinathan, & Y. Liu (Eds.), Language, capital and culture (pp. 209–226). Bristol: Sense], micro language planning [Liddicoat, A., & Baldauf, R. (2008). Language planning in local contexts. Clevedon: Multilingual Matters; Chua, C. S. K., & Baldauf, R. B., Jr. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge] and micro-level actors in language planning [Zhao, S. (2011). Actors in language planning. In E. Hinkel (Ed.), Handbook of second language research teaching and learning (Vol. 2, pp. 905–923). New York, NY: Routledge], this paper explores the efforts and constraints experienced in implementing EMI programmes in Japanese universities. Data collection is based on a semi-structured interview with Deans and directors of language centre in four Japanese universities. The results of the study showed a range of activities undertaken by actors in language planning in implementing EMI programmes: managing the English programme, creating an organized teaching schedule, revamping the entrance examination, designing placement test, dealing with top-level management and recruiting teachers. However, several major factors hindered the implementation efforts of actors in EMI policy implementation: lack of trained teachers, students’ English proficiency and motivation in learning English, institutional culture, the lack of an English-speaking environment and lack of understanding of EMI by top-level management. There is a need for micro language policy actors to consider carefully the sacrifice and costs involved before jumping into the EMI bandwagon.

Primary school English reform in Japan: policies, progress and challenges

ABSTRACTIn April 2011, the Ministry of Education in Japan formally introduced Primary School English (PSE) language teaching in Japanese elementary schools. The PSE policy made it mandatory for fourth- and fifth-graders to attend English lessons once a week. Using the theoretical framework on why educational language plans fail [Kaplan, R. B., Baldauf, R. B. Jr., & Kamwangamalu, N. (2011). Why educational plans sometimes fail. Current Issues in Language Planning, 12(2), 105–124], language planning and its problems [Baldauf, R. B. Jr., Kaplan, R. B., & Kamwangamalu, N. (2010). Language planning and its problems. Current Issues in Language Planning, 11(4), 430–438] and micro language planning [Chua, C. S. K., & Baldauf, R. B. Jr. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge], this article critically examines the 2011 PSE curricular policy in Japanese elementary schools. Data collection was derived from books, journals, press materials on PSE in Japan and interviews with key stakeholders. The results of the study show that several factors impede the implementation of PSE programme in Japan: lack of curriculum time in learning English, inadequate teaching materials, lack of confidence of teachers to teach English, lack of training and support given to teachers, lack of uniformity in the implementation of PSE programme and an inadequate sociolinguistic environment to sustain the learning of English. This article suggests the need for official language-in-educational planners to adopt a “micro” approach [Chua, C. S. K., & Baldauf, R. B. Jr. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge] and consider the various challenges faced by the local government, school, and teachers before “rushing” to implement PSE programmes.

Actors and agency in academic language policy and planning

Nearly two decades have passed since Kaplan and Baldauf [1997. Language planning from practice to theory. Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a boom in English-medium instruction policies in non-Anglophone tertiary institutions [Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council], LPP research remains relatively underdeveloped in higher education. We suggest that current understandings of academic language policy and planning in higher education would benefit from contextualised analyses of actors and agency [Chua, C. S. K., & Baldauf, R. B. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 936–951). New York, NY: Routledge; Zhao, S. H., 2011. Actors in language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 905–923). New York, NY: Routledge; Zhao, S. H., & Baldauf, R. B. (2012). Individual agency in language planning: Chinese script reform as a case study. Language Problems & Language Planning, 36(1), 1–24]. In order to address this gap, we conducted semi-structured interviews with 10 academic language program planners at different universities across Australia. We examined how the micro-level processes of program development and implementation were both constrained and enabled by the participation of different actor groups, operating at different levels (micro, meso, macro) and each with their own capacity to influence change. We conclude by arguing that coherent university-wide language policies, formulated by decision-making bodies representative of a variety of stakeholder groups and sensitive to program implementation needs at the micro level, represent a step towards improving the current situation.

Vocabulary research and pedagogy: Introduction to the special issue

The impetus for this special issue came from the Vocab@Vic conference, which was hosted in December, 2013 at Victoria University of Wellington, Wellington, Aotearoa / New Zealand. The aim of the conference, and of this special issue, was to focus on current trends in vocabulary research in second or foreign language teaching and learning. An unstated secondary aim of the conference was to honour Emeritus Professor Paul Nation for his continued contribution to research and learning and teaching vocabulary in another language. Paul is the author of one of the best known volumes on vocabulary, Learning vocabulary in another language (now in its second edition, 2013), and each contribution in this special issue is related to topics which Paul has written about and researched. He also reviewed a number of articles for this special issue. From experience, I know it can be difficult to thank Paul to his face, so I am dedicating this special issue to him. At the suggestion of Frank Boers, another vocabulary researcher and enthusiast, the organization of this special issue follows that of an earlier collective volume on vocabulary edited by Bogaards & Laufer (2004). The themes of that volume were selection (or prioritization), acquisition (and instruction), and testing (or assessment). Laufer (2014) comments on four studies from a special interest group on vocabulary in the Japanese Association of Language Teachers (JALT) using this same framework, which suggests that these areas of interest remain current in vocabulary studies. Batia Laufer is another stalwart of the vocabulary research community, and drawing on her work is also a way to recognize her considerable impact on the field. It is fitting to lead off the special issue with an article co-authored by Norbert Schmitt, a dedicated and prolific scholar in vocabulary studies, whose review article published in Language Teaching Research (Schmitt, 2008) is one of the most cited pieces in the 20-year history of the journal. Melodie Garnier and Norbert Schmitt’s contribution exemplifies the theme of selection. Selecting items for teaching is a major area of concern because of the cost–benefit equation, and learners and teachers need to get the best return for effort. The focus of Garnier and Schmitt’s contribution is phrasal verbs (a term they use to also encompass prepositional verbs). As there are several 604788 LTR0010.1177/1362168815604788Language Teaching ResearchCoxhead research-article2015

Review of doctoral research in second language acquisition, language learning and teaching in Poland (2006–2010)

This paper reviews 25 doctoral dissertations on second language acquisition (SLA), English language learning and teaching submitted in Poland in the years 2006–2010. The theses were selected for review on the basis of the recommendations of Ph.D. supervisors from leading Polish universities and they are divided into six groups: learner autonomy, individual differences, language subsystems and skills, culture, assessment and miscellaneous. The dissertations are discussed with respect to their main findings as well as their strengths and weaknesses, and the paper concludes with an overall evaluation of the research in terms of its dominant themes and methodology.